ABSTRACT In this paper, we draw on the ‘dilemma of difference’ to discuss the dangers and affordances of diagnosis within two of the most prevalent, yet under-supported, disabilities affecting school-age children: Attention Deficit Hyperactivity Disorder (ADHD) and Developmental Language Disorder (DLD). The dilemma that exists between denying and thereby ignoring difference on the one hand, versus recognising and potentially stigmatising difference on the other, will be explored and the consequences outlined. Our aim is to achieve a middle ground that conceives of diagnosis as a helpful starting point to enable educators to address barriers to access and participation through appropriate adjustments to curriculum, pedagogy and assessment.

中文翻译：

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寻求中间立场：与注意力缺陷多动障碍和发育性语言障碍相关的诊断的危险和启示

摘要在本文中，我们利用“差异困境”来讨论影响学龄儿童的两种最普遍但支持不足的残疾：注意力缺陷多动障碍 (ADHD) 和发育障碍语言障碍（DLD）。将探讨一方面否认并因此忽略差异与另一方面承认并可能污名化差异之间存在的困境，并概述其后果。我们的目标是达成一个中间立场，将诊断视为一个有用的起点，使教育工作者能够通过对课程、教学法和评估的适当调整来解决获取和参与的障碍。