UTSDGs

Ministry of Education USR Project (2025–2027): Integrating University Social Responsibility into Institutional Development Planning—Variations in the Identification of Childhood ADHD within the Context of Disabilities and Special Education, and Possibilities for Transition Support.

This lecture aims to provide participants with a deep understanding of the real-world challenges and systemic gaps faced by children with ADHD in Taiwan regarding medical diagnosis, social perceptions, and resource allocation. Drawing on expert observations and literature analysis, the session explores the social myths surrounding the high prevalence of ADHD and the psychological barriers that lead parents to resist seeking medical help; it also prompts reflection on the long-term social risks—affecting both childhood and adulthood—that stem from a lack of early intervention. The lecture focuses on the dual-track assessment mechanisms for disabilities and special education, clarifying the resource disparities caused by inconsistent criteria and discussing the policy controversies surrounding ADHD children who fall through the cracks of the system because their condition does not meet the threshold for "profound" disability. Through concrete case studies and an analysis of the current systemic landscape, participants are encouraged to move beyond the simplistic view that mistakes neurodevelopmental conditions for "poor parenting" and instead adopt an interdisciplinary perspective that fosters dialogue among medical assessment, educational placement, and family support. Ultimately, the event seeks to equip participants with evidence-based critical thinking and practical sensitivity regarding neurodevelopmental differences and barriers to accessing resources, thereby enhancing their professional judgment and capacity for effective action in the fields of special education, social work, and public policy.

Implemented by Center for Teaching and Learning Development
Date: 2026/04/15