ASD is a neurodevelopmental disorder that affects a person's ability to communicate , socialize, and behave appropriately. Individuals with ASD may have difficulty with understanding social cues, developing friendships, expressing emotions, and engaging in imaginative play. They may also have repetitive behaviors and intense interests in specific topics. ASD is a spectrum disorder, which means that individuals with ASD may have different levels of abilities and challenges.

1. ASD was first recognized as a distinct disorder in the 1940s. Historically, Autism was considered a rare and severe developmental disorder that was believed to be caused by "cold" or unaffectionate parenting. This perspective led to the belief that autism could be "cured" through behavioral therapies and intensive intervention. This perspective has since been disproven, and research has shown that autism is a complex disorder with genetic and environmental components.
2. It was not until the 1980s that the diagnosis was standardized and included in the Diagnostic and Statistical Manual of Mental Disorders (DSM). Since then, there has been a significant increase in the number of individuals diagnosed with ASD.
3. Advancements in research have led to a better understanding of the biological and environmental factors that contribute to the development of ASD. There has also been progress in developing effective interventions and therapies.
4. Advancements in technology have allowed for early screening and diagnosis of ASD, which can lead to earlier intervention and improved outcomes for individuals with the disorder.
5. Contemporary trends and issues related to ASD include increasing awareness and diagnosis of ASD, increased focus on early diagnosis and intervention, and improving support and accommodations for individuals with ASD.

Inclusive education aims to promote equal participation and interactions of students with and without disabilities. Educational institutions provide a supportive and inclusive environment for students, including those with ASD.

Special eduation coordinators and teachers offer special education needs support to students with ASD. This support may include specialized education programs, individualized accommodations and modifications, assistive technology, and support from professionals such as school psychologists and counselors. Special schools, integrated education schools, and ordinary schools are equipped with different support facilities to cater to the different needs of students with ASD.

IEPs are required for individual students with ASD, which outline specific accommodations, modifications, and interventions to support their learning and development. The IEP is reviewed periodically to ensure that the support is meeting the student's needs.

Some organizations, such as Shall We Talk, provide rehabilitation services and educational placements for children diagnosed with ASD.

Speech and language therapy can help students with ASD improve their communication and language skills, as well as address difficulties in auditory processing, speech articulation, and social communication.

Some schools offer social skills training and counseling to help students with ASD develop interpersonal and emotional regulation skills. This includes peer groups and one-on-one social skills training programs.

Educational institutions may provide training and professional development opportunities for teachers to help support students with ASD in the classroom.

IDEA is a federal law in the United States that requires schools to provide a free and appropriate public education for all children with disabilities, including those with ASD. Under IDEA, students with ASD are entitled to an individualized education plan (IEP) that outlines their specific needs and accommodations in the classroom.

ADA is a federal law that prohibits discrimination against individuals with disabilities, including those with ASD, in employment, housing, and public accommodations. The ADA requires that public schools provide reasonable accommodations for students with disabilities, including ASD.

ESSA is a federal education law that replaced No Child Left Behind and includes provisions for the education of students with disabilities, including ASD. ESSA requires schools to provide teacher training on evidence-based practices for students with disabilities, including those with ASD.

Section 504 of the Rehabilitation Act of 1973 is another federal law that protects the rights of individuals with disabilities. It prohibits discrimination against individuals with disabilities by federally funded programs and requires reasonable accommodations to be made for eligible students to ensure they have access to the same opportunities as non-disabled students.

1.Predominantly Inattentive Presentation: Individuals with this type of ADHD have difficulty sustaining attention, are easily distracted, and often struggle with organization and follow-through. They may appear forgetful, have difficulty focusing on tasks, and frequently lose or misplace belongings.

2. Predominantly Hyperactive/Impulsive Presentation: People with this type of ADHD display hyperactivity and impulsivity without significant inattentiveness. They often feel restless, have difficulty sitting still, and engage in excessive talking or interrupting others. They may also act without thinking about the consequences and struggle with self-control.

3. Combined Presentation: This is the most common type of ADHD, where individuals display symptoms of both inattention and hyperactivity/impulsivity.

Difficulty paying attention to details and sustaining focus on tasks

1. Early Observations (19th Century)- Various terms to refer to these behaviors, such as "defect of moral control" and "minimal brain dysfunction."

2. Hyperkinetic Reaction of Childhood (1960s) - "hyperkinetic reaction of childhood" A precursor to our modern understanding of ADHD.

3. Recognition of Inattention (1970s) - concept of Attention Deficit Disorder (ADD), which focused primarily on attention difficulties.

4. Introduction of ADHD (1980s) -DSM-III - Attention Deficit Disorder with Hyperactivity (ADDH) and Attention Deficit Disorder without Hyperactivity (ADD).

5. Refinement of Diagnostic Criteria (1990s) -The term "ADD" was dropped, and ADHD became the official term.

6. Continued Research and Awareness - Since the 1990s, there has been ongoing research into the causes, risk factors, and treatment of ADHD.

7. Transition Planning

IEPs often include transition planning for students with ADHD who are approaching significant educational milestones, such as moving from one grade level to another or transitioning from school to post-secondary education or employment. Transition planning ensures a smooth transition and helps students develop the necessary skills and supports for their future endeavors.

Rehabilitation services and educational placement options for individuals with attention-deficit/hyperactivity disorder (ADHD) can provide additional support and specialized interventions to address their specific needs.

Speech and Language Therapy (SLT) can be a valuable intervention for individuals with attention-deficit/hyperactivity disorder (ADHD), particularly when there are co-occurring speech, language, or social communication difficulties.

Most effective when it is integrated into a comprehensive treatment plan that addresses the broader needs of students with ADHD.

Schools cannot deny admission, access to programs, or other benefits solely based on a student's ADHD.