UVM Theses and Dissertations
Format:
Print
Author:
Trybus, Matthew John
Dept./Program:
College of Education and Social Services
Year:
2007
Degree:
MEd
Abstract:
Much ambiguity, debate, confusion, and lack of awareness surrounds Attention Deficit Disorder (ADD). Though an extensive body of literature, research, data, and discussion exits on the subject, there is little consensus about its definition, origins/causes, epidemiology, features/symptoms, diagnostic criteria, treatment, and impact. This lack of clarity often creates acrimony as well as a host of wide ranging difficulties for scores of children, adults, parents, families, educators, health care providers and professionals who are connected to the people impacted by this condition.
The analysis of ADD in this Scholarly Personal Narrative attempts to synthesize the findings of modern neuroscientific research, developmental psychology, family systems theory, genetics, medical science, and disability studies. These are combined with an interpretation of social and cultural trends, as well as my own personal experience as an adults with ADD and as a Disability Services provider in Higher Education who has worked with hundreds of students diagnosed with ADD.
Charting the Course: Reframing Disability Services In Higher Education is written to give members of the academy, particularly those in Disability Services, a comprehensive inside look at this much misunderstood condition and alternate lenses through which ADD and disability in general can be understood. It recommends a number of other ways we can engage our work. Finally, it is my hope that students with Attention Deficit Disorder and other disabilities find insights here that allow them to gain a deeper understanding of themselves and of a path they can take that leads toward their own self-determination and healing. Composite characters have been created to protect the confidentiality of my subjects.
The analysis of ADD in this Scholarly Personal Narrative attempts to synthesize the findings of modern neuroscientific research, developmental psychology, family systems theory, genetics, medical science, and disability studies. These are combined with an interpretation of social and cultural trends, as well as my own personal experience as an adults with ADD and as a Disability Services provider in Higher Education who has worked with hundreds of students diagnosed with ADD.
Charting the Course: Reframing Disability Services In Higher Education is written to give members of the academy, particularly those in Disability Services, a comprehensive inside look at this much misunderstood condition and alternate lenses through which ADD and disability in general can be understood. It recommends a number of other ways we can engage our work. Finally, it is my hope that students with Attention Deficit Disorder and other disabilities find insights here that allow them to gain a deeper understanding of themselves and of a path they can take that leads toward their own self-determination and healing. Composite characters have been created to protect the confidentiality of my subjects.