Cultural Issues: Treating & Diagnosing ADHD

Authors

Noe Ramos, The University of Texas Rio Grande Valley
John Lowdermilk, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

Winter 2020

Abstract

ADHD refers to a diagnostic category applied to children exhibiting inattention, impulsivity, and hyperactivity. Approximately 1.2 to 2 million children are currently diagnosed with ADHD, making ADHD is considered to be the most common child psychiatric diagnosis in the United States. Public schools are constantly faced with the over-representation of students from minority populations in special education. Children with ADHD may be protected by three federal statutes: Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act of 1990 (ADA), and the Individuals with Disabilities Education Act, Part B (IDEA). Given that minorities constitute approximately one-third of the public school population, the purpose of this paper is to obtain a better understanding of the role culture plays in the diagnosis and treatment of ADHD.

Comments

JAASEP retains copyright of all original materials, however, the author(s) retains the right to use, after publication in the journal, all or part of the contribution in a modified form as part of any subsequent publication.

Original published version available at https://www.naset.org/index.php?id=5402

Recommended Citation

Ramos, N., & Lowdermilk, J. (2020). Cultural Issues: Treating & Diagnosing ADHD. JAASEP - Research Based Journal in Special Education, 58–67. https://eric.ed.gov/?id=EJ1254219

First Page

58

Last Page

67

Publication Title

JAASEP - Research Based Journal in Special Education