ABSTRACT
As we showed in Part 1 of this book the formal diagnostic criteria for AD/HD (APA, 1994) identify three main sub-types of AD/HD. In this chapter we propose our own wider list of sub-types. It is important to stress that these typings are not based on a controlled study of the population of children with AD/HD, rather they are based on first-hand experience of working with students with the diagnosis in a school setting. This means that they are based largely on the range of students who happen to have been encountered by one of the authors (FO) in a career spanning some 15 years, much of it working specifically with students diagnosed with AD/HD. It should be stressed that these typings are not wholly original, and overlap in some respects with those proposed by other authors (e.g. Kewley, 1999; Barkley, 1990). Unlike other sub-typings, however, they are presented specifically from an educator’s perspective. We hope that the value of this approach is that it provides fellow professionals with concrete examples, couched in the language of teaching, that they will be able to relate to their experience. In the following chapters each of these sub-types will be elaborated in the form of individual case studies.
