This paper was published as Journal of Philosophy of Education, 2008, 42 (3-4), pp. 457-474. It is available from http://onlinelibrary.wiley.com/doi/10.1111/jope.2008.42.issue-3-4/issuetoc. Doi: 10.1111/j.1467-9752.2008.00657.xMetadata only entryADHD (Attention Deficit/Hyperactivity Disorder) continues to be a controversial issue among some educationalists. This paper argues that negativity towards the ADHD concept shown by some antagonists is based on outdated thinking and a lack of understanding of the diagnosis and the biopsychosocial paradigm through which it can be usefully understood. The author delineates a biopsychosocial account of ADHD and gives particular attention to the educational implications of this view, exploring empirical evidence on effective educational interventions for ADHD. A major conclusion that is drawn from the discussion is that educationalists who deride the ADHD concept from an uninformed position are not only hindering the development of effective interventions for ADHD, they are failing to exploit the educational potential of a biopsychosocial perspective that is likely to go well beyond the issue of ADHD in schools
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