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Abstract
The impact of a more inclusive definition of ADHD has created particular dilemmas for Educational Psychologists and other non medical practitioners, with the potential for inter disciplinary disagreement. This is particularly so in Education where special educational needs are generally not defined using medical categories or descriptors. This paper examines theoretical and practical issues from several standpoints. It acknowledges the importance of the recent BPS Working Party Report and posits the centrality of interactionist, holistic and psychologically based conceptualisations of young peoples’ needs. It recommends that professionals adopt a cautious, questioning perspective until certain major issues have been clarified further.