The repercussions of a missed diagnosis can last a lifetime. So why do some schools fail to identify learning differences in students with ADHD, causing them to fall behind?
, 32 percent by anxiety, 17 percent by a mood disorder, and 14 percent by autism spectrum disorder. Yet despite the prevalence of co-occurring conditions, experts in the field — advocates, learning specialists, and psychologists — report that many students with ADHD do not receiveThird grade was not going well for Jackson* of Brooklyn, New York. Diagnosed with ADHD at age 5, Jackson was in an integrated co-teaching class with anin place, but his school aversion intensified with each passing day.
“There was so much drama,” says Sarah. “The teachers were frustrated, and it was a miserable thing for my son to be constantly told to do something he was not in a position to do.”Jackson’s story, or some version of it, is familiar to most special education advocates. The repercussions of a missed diagnosis can be enormous to a child.
Symptoms of co-occurring conditions are often mistakenly attributed to ADHD or are conflated with behavioral issues“When I see kids who are diagnosed with learning disabilities in sixth or seventh grade, they’ve had years of a script in their head that they’re stupid and not good enough,” says Roberto Olivardia, Ph.D., clinical psychologist and a clinical instructor of psychology atThe threads of multiple diagnoses can be difficult to untangle in a child with ADHD.
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