Nearly every child has moments of inattentiveness, restlessness, daydreaming or hyperactivity; but if a child exhibits these characteristics with great intensity and consistency then seriousness of the issues is suspected which leads teacher or parents towards the initial evaluation of the Attention-Deficit-Hyperactivity disorder. Attention-Deficit Hyperactivity Disorder (ADHD) is the most common condition of child psychiatry in the world. Being a widespread disorder, some scholars consider it even an epidemic, ADHD remains in the centre of heated debates whether the condition even exists. Due to the symptoms which can be usually found among youth in the period of active development make some specialists question the existence of ADHD. .
Despite its controversial nature, this condition influences directly on individuals' quality of life and requires special accommodations in private, educational and social settings. The purpose of this paper is to provide a comprehensive description of ADHD, its prevalence rates, diagnostic criteria, treatments and criteria for a child to be eligible for special education under this diagnosis. Furthermore, it is discussed how this condition effects on the education of youth in urban setting and what are the evidence based treatments to deal with it effectively.
Diagnostic Criteria.
In the last years, in spite of discussion circling around this topic, scholars became particularly aware about ADHD. Though, diagnostic of this condition still remains a complex issue requiring a long process. Psychiatrists do not have any single test to diagnose this disorder due to the specific symptoms which can be characteristic for depression or anxiety. This fact complicates the work of the specialist and lead to ongoing debates about either non-existence of ADHD or over-diagnosis of this condition. As the condition impacts on a child's school life, it is required to provide special conditions for an individual with ADHD.