In search of a middle ground: the dangers and affordances of diagnosis in relation to Attention Deficit Hyperactivity Disorder and Developmental Language Disorder

In this paper, we draw on the 'dilemma of difference' to discuss the dangers and affordances of diagnosis within two of the most prevalent, yet under-supported, disabilities affecting school-age children: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (...

Full description

Saved in:
Bibliographic Details
Published in:Emotional and behavioural difficulties 2019-07, Vol.24 (3), p.287-300
Main Authors: Graham, Linda J., Tancredi, Haley
Format: Article
Language:English
Subjects:
adjustments
Affordances
Attention Deficit Hyperactivity Disorder
Children with disabilities
Clinical Diagnosis
Curricula
Developmental Disabilities
Differences
Disability
inclusion
labelling
Language disorders
Language Impairments
Medical diagnosis
Stigma
Students with Disabilities
Teaching
universal principles
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this paper, we draw on the 'dilemma of difference' to discuss the dangers and affordances of diagnosis within two of the most prevalent, yet under-supported, disabilities affecting school-age children: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD). The dilemma that exists between denying and thereby ignoring difference on the one hand, versus recognising and potentially stigmatising difference on the other, will be explored and the consequences outlined. Our aim is to achieve a middle ground that conceives of diagnosis as a helpful starting point to enable educators to address barriers to access and participation through appropriate adjustments to curriculum, pedagogy and assessment.
ISSN:1363-2752
1741-2692
DOI:10.1080/13632752.2019.1609248