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Page 1 of 7 A list of principals and rights that those with ADHD should be assured of, in general life situations, health services and education.
Introduction
Tell me and I'll forget. Show me, I may remember. Involve me and I'll understand.
People with Attention Deficit Hyperactivity Disorder or ADHD should share the same rights and privileges enjoyed by all of the European population where such are appropriate and in the best interests of individual.
These rights should be enhanced, protected and enforced by appropriate legislation in each state. The United Nations declaration on the Rights of Mentally Retarded Persons (1971) and the Rights of Handicapped Persons (1975) and other relevant declarations on human rights should be considered and, in particular, for people with ADHD, the following should be included:
Over the years there have been a number of "declarations", "charters" and "bills of rights" drawn up on behalf of people with disabilities. Although their intentions are clear and the spirit and sentiments are to be applauded, none of them have addressed all of the particular range of problems presented by ADHD.
If this had actually happened, this Charter would be unnecessary. However most, if not all, states, while accepting the principle of these statements, have failed to adjust their legislation appropriately and completely failed to make available the range of provision or deliver a quality of service which acceptance would entail. Acceptance of a range of principles is simple and most states would claim to do so and to uphold the requirements. However, no state currently provides a fully satisfactory service.
These schedules are designed to explain precisely what is meant by the Charter and what its acceptance entails. It attempts to set out concrete examples by which compliance with the various clauses of the Charter may be evaluated.
The precise mode of implementation of these basic rights will change as our understanding of ADHD; our development of newer techniques and therapies; our opinion of what constitutes best practice and the underlying values and standards of society develop.
These schedules will be reviewed and updated regularly but the principles enshrined in the Charter will remain.
1. THE RIGHT of people with ADHD to live independent and full lives to the limit of their potential
This is the basic right of all human beings in a civilised society. All the other requirements which follow are means towards obtaining this substantial yet basic human right. The consequences of being born with a disability of any sort should not include the removal, dilution or debasement of those rights enjoyed by all fellow members of society.
Rather these rights and privileges should be extended and enhanced in order to ensure that the person with ADHD's potential is not crushed by ignorance, fear, callousness or prejudice.
2. THE RIGHT of people with ADHD to an accessible, unbiased and accurate clinical diagnosis and assessment.
The importance of an accurate diagnosis cannot be over-emphasised. Without such a diagnosis it is unlikely that services appropriate to the particular needs of the person with ADHD can be provided or maintained.
The diagnosis should be based upon the criteria accepted throughout the greater part of the world as the most reliable and accurate. Although minor variations in detail are acceptable, they are currently those described in the 4th edition of the Diagnostic and Statistical Manual of the American Psychiatric Association. Any diagnostic classification must ensure the acceptance of ADHD as a long-term handicap rather than a result of psychological insult or temporary psychosis. The diagnosis should be carried out by competent agencies familiar with a wide range of psychiatric disorders including ADHD.
The diagnosis should be performed by an agency which has no vested interest in the outcome of the diagnostic procedures.
The results of such diagnoses should be conveyed to the person afflicted where appropriate and/or their closest relatives or those responsible for their care.
3. THE RIGHT of people with ADHD to accessible and appropriate education.
Although some of the difficulties experienced by people with ADHD are shared by those with other forms of disabilities, there are particular difficulties inherent in ADHD which require understanding and specialised educational techniques which are not generally available in generic educational environments.
Each individual person with ADHD should be assessed by experienced educationalists and their own particular needs determined. In order to avoid the possibility of vested interests influencing decisions this assessment should, wherever possible or appropriate, involve a substantial input from those not directly associated with service providing agencies.
A personalised package should be designed to fit the needs of the individual. This could include full integration into normal school systems possibly with special programmes. In any case, teachers should be aware of the particular needs of the individual and the family. The range of available options should include the possibility of special classes or schools for people with ADHD with, in situations where it is required, residential facilities.
The personalised programme could well include elements providing a variety of experiences to suit the needs of the individual. In the design of any personalised plan, the use of the least restrictive environment possible should be a primary consideration.
Particular attention should be given to pre-school age children since the benefits of tuition at this stage are generally considered to be of especial importance.
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