Research studies have found that the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) ADHD ranges from 3% -- 5% of the school-age population. Children with ADHD are more likely to develop depression or anxiety, exhibit disruptive behavior, and have poorer school performance, and more learning disabilities than do unaffected children of the same age. However, when ADHD is effectively managed, the characteristics may be used to the person’s advantage, creating a significant contrast. The design of this study, involves a descriptive survey to determine the relevant policies; existing institutional programs; and existing intervention strategies of teachers and parents. On the basis of existing educational programs, the study intends to surface an emerging model in the education of children with ADHD.
The study shows that concrete steps have been undertaken by the different educational institutions to respond to the needs of students with ADHD. These measures have been classified into four (4) models of intervention, consisting of 10 institutional programs.
The study proposes a model program that include significant elements that will ensure the educational success of students with ADHD. The emerging model emphasizes, among others an inclusive environment and an individualized educational program.
Nonetheless, the success of any educational program is anchored on the strong partnership between the school and the family. This partnership in the education of children with ADHD is a complex and continuing process that comes in different forms. Despite the modest role it presently plays in the Philippine setting, the fact remains that this partnership is very crucial in the educational success of students with ADHD.