Many children today are inattentive, impulsive and hyperactive. They often get bored easily in class, can’t sit still, always on the go, and often don’t get along with other students or their teachers. These are symptoms of an alleged disease called ADHD and a majority of these children are given such medications as Ritalin and Adderall. But is it really ADHD that doctors are treating? Or could these children be bright, normal kids that are full of energy and just bored from sitting in a classroom? Could the National President of the Citizens Commission on Human Rights be right with saying that these kids are simply smart and become hyper while waiting for slower classmates to catch up to them? After all, those who are bored tend to fidget, scratch, wiggle, stretch, and may even start looking for ways to get into trouble, especially boys. There are also other conditions that mimic the symptoms of ADHD. These include hypoglycemia, which is low blood sugar, allergies, learning disabilities, problems with the thyroid, hearing or vision, mild to high lead levels in the blood, exposure to toxins, spinal problems, carbon monoxide poisoning, sleeping disorders, and about 16 or more other disorders.
Because these conditions can cause ADHD symptoms, it is almost impossible for a teacher, principal, or even a family doctor to say for certain that the child has ADHD. To be absolutely certain, a doctor would have to test and rule out these other conditions. And since parents or doctors rarely do this, than every diagnosis of ADHD is suspect to say the least. Technically, researchers have found no physical evidence of the disease or laboratory tests to prove that it actually exists. So parents, take heed when school officials tell you that your child has ADHD and wants them put on medicine so they can be more controllable at school. Why give mind altering drugs to children whose brains aren’t fully developed anyway? And just because a doctor prescribes it, doesn’t mean you have to give it to them. I would get a second opinion.
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