Author: Nash, Carol
Title: Disorder in ADHD and ASD Post-COVID-19 Cord-id: jlamid0w Document date: 2021_1_1
ID: jlamid0w
Snippet: A diagnosis of either attention deficit/hyperactivity disorder (ADHD) or of autistic spectrum disorder (ASD) identifies an individual as unable to attend expectedly and appropriately, particularly in school settings. Until the COVID-19 pandemic, what defined the expected and the appropriate was considerate, close physical contact among people. In understanding that aerosol droplets from vocalization cause the transmission of the COVID-19 virus, what is acceptable contact has now shifted to dista
Document: A diagnosis of either attention deficit/hyperactivity disorder (ADHD) or of autistic spectrum disorder (ASD) identifies an individual as unable to attend expectedly and appropriately, particularly in school settings. Until the COVID-19 pandemic, what defined the expected and the appropriate was considerate, close physical contact among people. In understanding that aerosol droplets from vocalization cause the transmission of the COVID-19 virus, what is acceptable contact has now shifted to distancing oneself from people and communicating in a way that eliminates vocal spray. The norms for socialization diametrically changed as a consequence of the pandemic. Yet, there has been no concurrent reassessment of the meaning of “disorder†related to ADHD and ASD within the school setting. A diagnosis of ADHD and/or ASD often brings with it an expectation for special education. Therefore, it is important that changes in social norms be recognized as they define the meaning of “disorderâ€. Investigated here is in what way each diagnosis demonstrates disorder in response to the imposed COVID-19 restrictions and how this can be anticipated to affect the schooling of those with ADHD and ASD during the pandemic.
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