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Overlapping Symptoms of Substance Abuse and Learning Handicaps: Implications for Educators
C. Lynn Fox
C. Lynn Fox, PhD, teaches educational psychology and classroom management and discipline, as well as courses on substance abuse by youth, at San Francisco State University, where she is a professor in the Department of Secondary and Postsecondary Education. Dr. Fox was the codirector of Project STOP, a federally funded, drug-free school and community model for grades K-12.
Shirley E. Forbing
Shirley E. Forbing, EdD, is a professor in the Department of Special Education at San Diego State University. Formerly, she spent 10 years teaching special education students in the public schools, including students with emotional disturbance, learning disabilities, mental retardation, and physical handicaps. She was codirector of Project STOP and director of Project CODE, a parent/professional training-of-trainers model on drug education and effective parenting. Address: C. Lynn Fox, Department of Secondary Education, San Francisco State University, 1600 Holloway, San Francisco, CA 94132.
The effects of substance abuse have produced a population of students who exhibit behaviors similar to the behaviors of many youth with learning problems. Often such students are mislabeled as learning handicapped (including learning disability, behavioral disorder, and attention deficit/hyperactive disorder), when their primary problem is actually one of chemical abuse. The following issues are examined: (a) overlapping symptoms of chemical impairment and learning handicap that may result in misdiagnosis, (b) student populations at high risk for chemical abuse, (c) preventive measures, and (d) intervention and treatment for chemically impaired students.
Journal of Learning Disabilities, Vol. 24, No. 1,
24-31 (1991)
DOI: 10.1177/002221949102400106
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