CHILDREN WITH ADHD, CLASSROOM INCLUSIVE PROGRAMMES

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Ana Majko (2017)
  • Related identifiers: doi: 10.5281/zenodo.251457
  • Subject: school intervention strategies | ADHD | school performance | academic intervention
    mesheuropmc: education | behavioral disciplines and activities | mental disorders

Attention Deficit/Hyperactivity Disorder (ADHD) is a common disorder known to be associated with behavioral and academic difficulties. This article describes effective school-based intervention strategies including programmes designed with the focus on the importance of the level of information on ADHD, awareness, training of teachers and school psychologists on the types of intervention in class and supporting children in classroom. One overlooked aspect of treatment of children with ADHD is the need to form partnerships among school professionals who can work collaboratively on interventions for children with ADHD. Approaches to developing effective practices of training of teachers in the classroom for school based strategies are presented. Multiple treatment strategies implemented in a consistent fashion across school years can optimize the school success of students with ADHD. The methodology used to achieve these objectives is based on the implementation of an experiment (quasi), to measure the impact of the use of some effective strategies for teachers and children identified with ADHD in schools. The evolution of the experiment include academic assessment of children before the intervention, training of teachers for the school intervention strategies, measuring instruments setup effectiveness of intervention strategies in school, academic assessment of children after the intervention. This methodology supports the main goal of treatment of children with ADHD in the classroom through effective techniques on the school premises for their academic work. The Sample participating in the experiment were children diagnosed with ADHD, aged 8-9 y.o, by psychologist or psychiatrist, whose academic results were analyzed. Also, teachers were trained to produce change in the academic performance of children. The results have shown that children with ADHD are faced with many difficulties and often they are misunderstood by their teachers and parents for their symptoms, like intentional behaviors. School-based intervention strategies resulted successfully applicable to children with ADHD symptoms. Although intervention programs for children with ADHD that include a focus on both home and school are beginning to emerge
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