The Misdiagnosis of Learning Disabilities: A Personal Journey
Misdiagnosis can lead to a range of negative consequences that can affect not only a person's personal life but also their professional and educational pathways. One such experience involves a misdiagnosis of a learning disability, which turned out to be something else entirely. This article explores a personal journey from a misdiagnosis of a learning disability in elementary school to the correct diagnosis of Adult ADHD many years later.
The Misdiagnosis Factor
Misdiagnosis is a significant problem in the healthcare and education systems. Unfortunately, the qualified personnel to diagnose learning disabilities, such as teachers, may not possess the necessary qualifications. For example, teachers might believe they have the qualifications because they are teachers; however, unless they have a doctorate in psychology or psychiatry, they are not qualified.
Teachers might sometimes assign a diagnosis to a child to get that child medicated, making the classroom environment more manageable. This approach might lead to unethical practices, such as forcing a child to take medication without their consent or that of their guardians.
The only reason to force medicate under most circumstances is when a person is out of control or a danger to themselves or others. It is essential to consider the ethical implications of such practices and ensure that they are justified and legitimate.
A Moment of Humiliation
One emotional gut punch moment that comes to mind during a spelling bee in the 5th grade, during Mrs. Trowbridge's class, stands out. The event was a stark reminder of the challenges faced by those who are perceived as different. I was a gawky, awkward, and new to the school, adjusting from a divorce in Kauai to a new school in California. My classmates assumed my previous home was a hut, and my outfit screamed that I didn't belong.
My name was called, and my palms were sweaty and my tan skin blushed. The word I had received was "eight," and I saw the letters in my head. Unfortunately, I mispronounced it as "I-e-g-h-t," and the judgmental stares from my classmates confirmed what I already felt: I was the village idiot.
Fortune took a turn when Mrs. T whispered to her aide, "as I've suspected, poor Marissa is 'slow.'" At the time, being 'slow' meant being mildly mentally retarded or intellectually disabled. My reaction was a punch to the gut. I felt as if the wind had been knocked out of me and wanted to disappear at will.
The Truth Laid Bare
However, I wasn't intellectually disabled. Eight years later, I was diagnosed with Adult Attention Deficit Hyperactivity Disorder (ADHD) combined type. This diagnosis included hyperactivity, inattention, and impulsivity. Being female and introverted, I managed to go undetected by teachers and parents.
Being diagnosed with ADHD at this stage has helped me understand why I felt different from my peers. It has also provided me with strategies and support to manage my symptoms more effectively. The taboo around seeking medical help for ADHD has now somewhat diminished, allowing more individuals to find the support they need.
Lessons Learned and Reflections
This experience taught me the importance of proper diagnosis and the ethical responsibilities of educators. Misdiagnosis can have severe emotional, social, and academic impacts. It is crucial to ensure that diagnoses are made by qualified professionals and that the well-being of the individual is prioritized.
Furthermore, the experience has highlighted the need for greater awareness and support around learning disabilities and ADHD. Early diagnosis and proper support can make a significant difference in a person's life, ensuring they can reach their full potential.
In conclusion, while a misdiagnosis can be devastating, it does not define an individual's worth or future. With the right support and understanding, individuals can achieve success and lead fulfilling lives.