ADHD and Autism - Essay Sample

Paper Type:  Essay
Pages:  5
Wordcount:  1234 Words
Date:  2023-01-15


ADHD is a disorder that is characterized by difficulty in paying attention and controlling impulsive behaviors. Autism, on the other hand, is a disorder characterized by impaired communication and social interaction. Symptoms of ADHD start during childhood, and they might continue to adulthood. However, the hyperactivity of a child improves as the child grows while problems of inattentiveness, disorganization, and weak control of impulse regularly continue through teenage years to adulthood. Scientists have found that this disorder is caused by interaction genes and non-genetic factors (Keen, & Ward, 2004). Various factors may contribute to ADHD; they include, smoking and drinking or drug use during pregnancy, contact with environmental toxins like augmented levels of lead at a young age. Brain injuries and low birth rates are also believed to be a source of this disorder. Autism or autism spectrum disorder exists in various subtypes which are influenced by a combination of genetic and environmental features. People with autism have distinct sets of challenges and strengths (Melillo, 2015). In the learning process, people with autism have a different capacity in thinking and problem-solving, which ranges from highly skilled to seriously challenged. However, some people with autism require support in their daily lives while others need little help and in some occasions, live without dependence. The paper shall discuss ADHD and autism in children in an educational setting.

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Educational Needs Surrounding Autism and ADHD

Children with ADHD require guidance and understanding from their parents, teachers, and families to attain their full potential and thrive. Schools provide unique education services to children who qualify with ADHD. Specialists in education aid the children, the parents, and teachers to make various changes in classroom and homework assignments to help the children succeed (Glazzard et al. 2015). Public learning institutions are obligated to offer these services to children, which might be cost-free for families living within the school vicinity. The environment in the classroom poses significant challenges for a child with ADHD.

Due to the increase in the cases of autism, education has focused on helping children to learn in a classroom environment with their peers. However, various strategies can be utilized to develop an effective transition program, which enables people with this disorder to learn successful adult lives after graduating from high schools (Kutscher, & Attwood, 2014). Thus, educating students in a classroom with healthy children is advantageous since it is offered appropriately by professionals. Allowing these children to learn in such a classroom setting improves the quality of child's social intervention and academic development through regular contact with other developing peers, as well as honoring the right of every child to take full part of their daily lives.

How Schools are Helping Children With Autism and ADHD

Schools provide places through which the children can learn and develop. The primary purpose of schools is to ensure that all students access knowledge, information, and skills which prepare them to participate in the community activities and places of work (Hyche, & Maertz, 2014). Through inclusive education, schools have been able to bring all students together in one teaching space regardless of their weaknesses and strengths in various areas and try to maximize the ability of the students. These schools also offer individualized support to students with ADHD and autism without the stigmatization that is caused by segregation.

Autism and ADHD in Children

Autism impacts the way through which a child socializes with others, which might cause problems in vital aspects of communication, behavior, and social interaction. Children with Autism show delayed development in communication and challenges in social functioning (Chara et al. 2004). Children with autism have problems in following instructions, which makes them seem aloof. ADHD makes a child have difficulties in paying attention, they become overactive, and they act without thinking. Children with ADHD look like they are not listening when they are talked to, and also fail to follow instructions. They also have problems of organizing themselves and actions (Rodriguez, Saldana, & Moreno, 2012). They also reject or hate activities that involve mental efforts. Thus, children with these neurodevelopmental disorders show reduced levels of mental events, which suggest a lower rate of psychological development.

Educational Support for Children With Disabilities

Inclusive education is one of the most efficient methods of supporting children with disabilities. It gives them a chance to learn from their peers and exercise their participation in society (Stankovska, 2017). This method of education helps the children in developing a sense of belonging, improve their social interaction, and establish personal principles. Moreover, teachers provide individualized support to students with disabilities, which might help to identify their strengths and weaknesses and to make this method effective.

Testing of Children for Autism and ADHD

Autism spectrum disorder can sometimes be challenging to test medically, and therefore; the physicians look for various developments and behaviors to diagnose the disease. However, the Childhood Autism Spectrum Test is comprised of 39 questions that are aimed at parents and are based on a yes or no valuation (Gnaulati, & OverDrive Inc., 2013). This questionnaire was founded by the Autism Research Centre at Cambridge University and is used to evaluate the severity of autism in children. ADHD has no specific test. Physicians diagnose a child with ADHD after showing six or more distinct symptoms of hyperactivity or inattention for the last six months in at least two different environments.

Government Actions to Help Support Schools

The UK government provides funding for disability schools. However, critics say that the amount of funds allocated for particular education program is little, causing predicament in meeting the unmatched rise in demand for support of the children with disabilities and special needs (Great Britain., & Leigh, 2006). It has also promoted the new Convention on the Rights of Persons with Disabilities, which states that all institutions should be accessible to people with disabilities. These activities were in use by the government to ensure disabled students acquire education.


Keen, D., & Ward, S., (2004). Autistic Spectrum Disorder: A Child Population Profile. Autism, 8(1), 39-48. Retrieved from:

Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. (2015). Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. Los Angeles: Learning Matters.

Kutscher, M. L., & Attwood, T. (2014). Kids in the syndrome mix of ADHD, LD, Asperger's, Tourette's, Bipolar, and More! 2nd edition: The One Stop Guide for Parents, Teachers, and other Professionals. London: Jessica Kingsley Publishers.

Hyche, K., & Maertz, V., (2014). Classroom Strategies for Children with ADHD, Autism & Sensory Processing Disorders: Solutions for Behavior, Attention, and Emotional Regulation. Eau Claire: Pesi Publishing & Media.

Chara, K. A., Chara, P. J., Chara, C. P., & Berns, J. M. (2004). Sensory Smarts: A Book for Kids with ADHD or Autism Spectrum Disorders Struggling with Sensory Integration Problems. London: Jessica Kingsley.

Rodriguez, I.R., Saldana, D., & Moreno, J. (2012). Support, Inclusion, and Special Education Teachers' Attitudes towards the Education of Students with Autism Spectrum Disorders. Sevilla, SP: Departamento de Psicologia Evolutiva y de la Educacion. Retrieved from:

Stankovska, G., (2017).The Educational Needs of Children with Autism Spectrum Disorder. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 22(9), 261- 64. doi: 10.9790/0837-2209166164.

Great Britain., & Leigh, E. (2006). Improving Poorly Performing Schools in England: Fifty-ninth Report of Session 2005-06: Report, Together with Formal Minutes, Oral, and Written Evidence. London: Stationery Office.

Gnaulati, E., & OverDrive, Inc. (2013). Back to Normal: Why Ordinary Childhood Behavior Is Mistaken for ADHD, Bipolar Disorder, and Autism Spectrum Disorder. New York: Beacon Press.

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