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According to Dendy (2000):
ADHD is a complex neurobiological disorder and while researchers have made great strides, much of the research is still in its early stages. However, educators know that no two children are alike, and burdened with ADHD and the various possible contributing conditions, these students are even more different than their counterparts. Adolescent ADHD is not outgrown, and in fact presents lifelong challenges straight into adulthood. While the symptoms, medications, and behaviors may change considerably, one fact remains. They still have ADHD. According to Dendy (2000), ADHD puts students at risk for problems in school. The author states that approximately 90% of these children will experience serious difficulties, and that approximately two thirds of this population will have at least one other coexisting condition that will contribute to school failure. Barkley (1998) states that up to 30-50% of children with ADHD may have been retained in a grade at least one time. Also, as many as 35% of ADHD adolescents may fail to complete high school, and that and more than 25% of ADHD adolescents are expelled from high schools due to serious behavioral consequences. In support, Reif (1998) maintains that in research studies 20% to 60% of hyperactive teenagers are involved in antisocial behavior and by high school it is estimated that as many as 80% are behind at least one basic subject area. Today teachers and administrators are looked upon to make a difference for these students. Teachers are required to provide environments of learning where successes are celebrated and failures are seen as learning opportunities. Administrators are charged with keeping the big picture and the end in mind. They are required to work with pupil support teams [school guidance counselors, school psychologists, school social workers, and classroom teachers] and parents to answer questions such as, What contributions are we and the school making to help provide extra supports and accommodations? What will a smooth transition to high school require? How will we help with the transition into adulthood? How well are we making the home/school connection work? What types of things work for the ADHD student in the home that we need to employ in our school? These questions merely scratch the surface when looking to provide a sound educational plan for the ADHD adolescent in middle level school settings.
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The
journey through current literature and research on adolescent ADHD has been very
interesting. Much of what has recently been written deals primarily with
adolescent ADHD as opposed to earlier works that described the conditions of the
young ADHD child. Clear distinctions are made in the research and the
practitioner is no longer asked to modify suggestions or strategies when
appropriate.