Blog 5- Kassa Valz

 Blog 5- ADHD Not a Real Disease

After reading the article of this week, I must admit that I too am part of the social constructivist theory. I have read an article questioning the same idea as Dr. Perry. Dudley-Marling (2004) suggest that learning disabilities are constructed based “on the complex interaction of people, places and activities” (p. 485). I found it quite interesting that some theorist view a disability as a ‘mere’ social construction, I cannot agree with this notion especially when relating it to a physical disability which essentially restricts an individual’s ability to perform a usual, critical human activity (Anastasiou & Kauffman, 2011, p.8). However, I think the idea of a disability being a ‘mere’ social construction can be related primarily to cognitive disability.

If one thinks about the enormous amounts of money that is being made by pharmaceutical companies and governments. It only makes sense to continue to diagnose high numbers cases (ADHD) which results in more prescriptions. Has money become more important that the truth and the safety of our most vulnerable? If these cases of ADHD are in fact social construction, then is there really a need for the prescribed medications, what are the long-term effects? Every person (child, youth) are different and might respond differently to the medications for their “diagnosis.” I have worked with children and youth who have been prescribed similar kinds of medication mentioned in the article and when administering meds the amount some kids receive (as young as 8 years) is extremely concerning.

Question: What role (if any) can schools have in the implementation of prescribed medications to youth in their care?

References:

Dudley-Marling, C. (2004). The social construction of learning disabilities. Journals of Learning Disabilities, 37(6), 482-489.

Timimi, S.,  & Taylor, E. (2004). ADHD is best understood as a cultural construct. British Journals of Psychiatry, 184(1), 8-9.

Anastasiou, D., & Kauffman, J. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), 367-384