Experiencing Disability in the School Context: Voices of Young People Diagnosed with ADHD in Spain

Researchers have begun to inquire into the experiences of young people with ADHD, including how they define ADHD and how a diagnosis of ADHD affects them. ADHD is considered a neurodevelopmental disorder and diagnosis is frequently requested by school professionals. The purpose of this qualitative s...

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Bibliographic Details
Published inInternational education studies Vol. 11; no. 8; pp. 79 - 90
Main Authors Padilla-Petry, Paulo, Sòria-Albert, Carla, Vadeboncoeur, Jennifer A
Format Journal Article
LanguageEnglish
Published Canadian Center of Science and Education 28.07.2018
Subjects
Attention Deficit Hyperactivity Disorder
Clinical Diagnosis
Coping
Disabilities
Educational Experience
Foreign Countries
Labeling (of Persons)
School Role
Secondary School Students
Student Attitudes
Spain
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Summary:Researchers have begun to inquire into the experiences of young people with ADHD, including how they define ADHD and how a diagnosis of ADHD affects them. ADHD is considered a neurodevelopmental disorder and diagnosis is frequently requested by school professionals. The purpose of this qualitative study was to examine the experiences of young people in Spain who are diagnosed with ADHD through student voice research. Using semi-structured interviews, we found that while the participants tended to reproduce the conventional psychiatric discourse on ADHD, they also produced their own explanation of ADHD and of the effects of being labelled with ADHD on their lives in school. Our results highlight both the school's role in advocating for a diagnosis of ADHD and the lack of an adequate instructional response for students once they have been diagnosed.
ISSN:1913-9020
DOI:10.5539/ies.v11n8p79