Dr. Dan L. Edmunds, Ed.D,B.C.S.A.,DAPA.

Dr. Dan L. Edmunds, Ed.D,B.C.S.A.,DAPA.
e-mail: batushkad@yahoo.com

Saturday, October 14, 2006


It appears unfortunate that educators have been duped into the fraud of ADHD. It is intereating to note the dramatic increase in the diagnosis of ADHD once the IDEA act was changed and the door was opened for schools to obtain additional funding based on an ADHD diagnosed child. Schools have signs implying a 'drug free zone', gbut psychiatric drugs are being constantly pupmed into schools often at the coercion of school officials. There is no evidence whatsoever of a 'chemical imbalance' in regards to ADHD and this was confirmed by the NIMH Consensus Conference. Examining my article, "Understanding the True Needs of Children Diagnosed as ADHD" on my website at danedmunds.com explores this further and in more detail. The entire diagnosis of ADHD is subjective and it exonerates educators from providing the tranquil and conducive envrionment for learning that treats each child as an individual. Rcently, a teacher stated that she felt the child has a 'chemical imbalance' and equated his supposed disorder with 'heart disease." First, heart disease can be confirmed with objective tests and is a real physical abnormality. The person experiences physical signs of distress. But with ADHD, who is distressed? The child is not suffering, it is the teacher who is annoyed by the behavior. ADHD is mainly a listing of behaviors which adults find most distressing. The teacher was asked to show how she knew he had a 'chemical imbalance' and just what does a correct balance look like? There was no response other than to say that in her many years of teaching, this was one of the most hyperactive kids she had seen. Again, subjective. Where are the tests, and again there was no answer as to why the child was overly active or exactly why this is necessarily a problem. Nor was there really any attempt to discuss the child's particular learning style and assess what could be done to make learning a positive experience. I am impressed with the free school movement. Here we see a setting for kids who would typically be drugged into submission to stale educational environments allowed the individual expression, peer mediation, and the opportunity to share their creativity in a caring, supportive environment. Why is it that behavioral concerns are minimal if almost non-existent in such environments? Where is the disorder? With our children. No. it is with our society and its institutions who fail our children, and who want to froce them into conformity by labeling and drugging.

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