Sample Composition Essay Paper on ADHD in Broward Schools

ADHD in Broward Schools

Part I

Thesis statement

The learning experience can be a challenge for children with ADHD, therefore, educators, school counselors and administrators need to understand how the current social trends and issues impact the learning outcomes of students with ADHD. Therefore, the research problem for this study becomes; what are the multidimensional and intervention strategies that teachers, parents, school counselors and administrators adopt to support learning and meet the needs of students with ADHD? In what ways can the school work together with parents to diagnose, treat and accommodate learners with ADHD?

Part II

Purpose of the study

This study aims at raising awareness about the alternative interventions that parents, educators and school counselors can implement to meet the learning needs of children diagnosed with ADHD. Educators and parents are encouraged to develop best practices that serve the needs of students with ADHD and help them succeed (Pierangelo and Giuliani, 2008). It is mandatory for school counselors to understand the legal issues connected to this subject, the appropriate approach to recommend and how to implement a plan that supports the learners without restricting them.

Limitations and assumptions of the study

It is assumed that there are limited resources that school professionals can use to assist them when interacting with students diagnosed with ADHD. This is because ADHD is believed to be a condition that influences a child’s ability to concentrate in the classroom. It is also presumed that ADHD is a diagnosable disorder that interferes with the social skills of a child which hinders their development (Pierangelo and Giuliani, 2008). Previous research has indicated that children diagnosed with ADHD are put under various treatment plans that may include; drug prescription, counseling, and classroom interventions to assist the child excel in their academics (Pliszka, 2009). It is imperative to consult with a qualified physician about any questions regarding the diagnosis of ADHD so as to be provided with applicable treatment options.

Limitations of this study include the variations on how different children will respond to the intervention strategies suggested.   Every child is unique and not all the information provided in this study will be of value to all students with ADHD. Another limitation is that the diagnosis of ADHD in children varies, since some children may be diagnosed early while others late. This study should be used to generate extensive arguments among educators, counselors and other professionals in the field on improved ways in which students with ADHD can be supported to succeed in school and at home.

Part III

This study will employ the use of the ‘three appeals of arguments’ to challenge the audience’s understanding of multidimensional and traditional interventions for learners with ADHD. To challenge the current intervention strategies, the study will take into consideration how the suggestions made will impact the main stakeholders in this subject including; parents, physicians, educators and children with ADHD. The limitations and assumptions identified in this study will be pointed out as a disclaimer to convince the audience about the rational of the arguments presented. Furthermore, the arguments will be backed up with sufficient data and information from previous research. Scholar articles, journals and other research documents related to the subject of study will be extensively used to support the information provided in this study. The study will also avoid including misconceptions about ADHD and make clear distinctions between the author’s personal opinions and logic explanations from research.


Pierangelo, R. & Giuliani, G. (2008). Classroom management techniques for students with ADHD. Thousand Oaks, CA: Corwin Press.

Pliszka, S. R. (2009). Treating ADHD and comorbid disorders. New York, NY: The Guildford Press.