ERIC Number: ED256100
Record Type: RIE
Publication Date: 1984-Oct
Reference Count: 0
A Critique of the Identification and Treatment of Hyperactive School Children.
Hyperactive behavior emerged as a medically defined social problem during the 1960's. The structural (social, political, economic and legal) antecedents of this social problem and the consequent educational policy transformations which shaped the identification and management of school children are considered here. Classroom management strategies shifted from moral to therapeutic control, since medical/psychiatric definitions of troublesome school behavior allow students to be managed within educational settings and offer benefits of humanistic, optimistic treatment and federal assistance monies. Attendant legal changes are also discussed. The consequences--often unanticipated consequences--of viewing and treating troublesome school behavior as a medical problem are highlighted. (Author)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Education for All Handicapped Children Act
Note: Paper presented at the Annual Meeting of the Northern Rocky Mountain Educational Research Association (2nd, Jackson Hole, WY, October 4-6, 1984).