Learning disabilities test comes under fire
Thousands of students have been misdiagnosed with Learning Disabilities (LD) and Attention Deficit Hyperactivity Disorder (ADHD) because the screening method currently used by schools nationwide is not effective, a study has found.
According to the nationwide study conducted by the Independent Committee for Education Reform (ICER) only 37% of 400 students identified by schools as having LD or ADHD, were found to be actually suffering from them.
“More than 300,000 students in Thailand were found to have LD and ADHD, so from what we found in our study, we can assume that thousands were likely misdiagnosed,” ICER vice chairwoman Daranee Utairatanakit said yesterday.
Ms Daranee said the main reason for the erroneous diagnoses is an ineffective screening method, a test designed by the Education Ministry, used by schoolteachers, who have only one month after the start of a new semester to assess students thought to be suffering from LD and ADHD.
“The test designed by the ministry is in paper form with a list of behaviours to be ticked off by teachers. One month is too short a time for teachers to get to know students very well,” she said.
The ICER vice chairwoman said the screening process needs to be improved to match international standards, because a learning disability cannot be determined on the basis of a single test.
“There is a shortage of child psychologists and special education teachers who have the expertise to identify children with special needs in Thai schools,” she said.
Ms Daranee said she also found that many schools quickly categorise students who have trouble writing and reading or misbehave in class because the per-head subsidy for LD and ADHD students is 2,000 baht more than for normal students.
“In addition, LD and ADHD students are not required to take O-Net [standardised national test]. Some schools also categorise regular students with poor grades as having LD to ensure they do not get counted in O-Net scores. This way, the school can keep its ranking high and receive other government benefits,” she said.
Ms Daranee stressed that misidentifying LD and ADHD students and placing them in the wrong class can hinder them from achieving their true potential as well as divert significant resources from students with actual disabilities and needs.
“LD children have a chance to improve their performance at school if offered proper care. The school can organise an individualised education plan (IEP) to better solve the problem at the child’s own pace. It might not be easy for the teacher at first, but once the child’s pace has improved and they start catching up with their peers, they can resume at a normal pace,” she said.
Ms Daranee said ICER now plans to propose an amendment to the Individuals with Disabilities Education Act to cover not only people with physical disabilities but also those who are suffering from LD and ADHD.
“We have set up a committee to look into this matter because in developed countries LD and ADHD are considered disabilities that are similar to a physical one,” she said.