Abstract
Worldwide, children with attention deficit hyperactivity disorders (AD/HD), comprise an inordinate percentage of the population who exhibit inappropriate and delinquent behaviours, school failure, abuse of substances and involvement in high risk activities. The implications are far-reaching and often not considered by educators and policy makers when developing academic programs. The lack of a clear understanding of this "hidden disability" affects the identification, academic expectations, the appropriate academic environment and eventually, the outcomes. AD/HD profoundly impacts the child's behavioural, emotional, social and academic development. Too often, AD/HD is viewed only as a disorder of externalised behaviours causing children to be disruptive, and to act in an inappropriate and unreasonable manner. Healthy development however, depends upon our ability to reason which helps us to recognize underlying rules, utilize systematic problem solving steps and strategies in order to repeat successes and avoid repeating failures. The ability to reason requires that the individual be able to maintain focus and concentration over a period of time. Any deficit in attention, concentration or endurance interrupts attempts to pursue problem solving.
In short, any deficit in reasoning will impact learning and behaviour. This seminar will provide a new conceptual framework by which to better understand the nature of AD/HD, and will guide both educators and policy makers when making decisions about the academic and behavioural management of these children.
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