Teaching children with attention deficit hyperactivity disorder in remedial classes

Area of Science:

• Education
• Psychology
• Child Development

Background:

• Inclusive education is a growing trend, emphasizing the rights of all children.
• Children with attention deficit hyperactivity disorder (ADHD) and similar symptoms present unique educational challenges.
• Understanding the perspectives of teachers and parents is crucial for effective support.

Purpose of the Study:

• To explore teachers' and parents' views on educating children with ADHD symptoms.
• To enhance the knowledge of teachers and parents regarding the school environment for these children.
• To identify challenges in the current educational context for children with ADHD.

Main Methods:

• Data collected through an interdisciplinary project focusing on basic skills, social interaction, and working memory training.
• A questionnaire was developed and administered to participating teachers and parents.
• Data compiled and analyzed, with findings reported in running text.

Main Results:

• Classroom problems frequently extended beyond core educational tasks.
• Significant time was dedicated to addressing and correcting unacceptable pupil behaviors.
• Teachers and parents reported challenges in managing disruptive behaviors in the school setting.

Conclusions:

• Current classroom management strategies may be insufficient for children with ADHD symptoms.
• A need exists to re-evaluate and potentially adapt educational approaches to better support children with ADHD.
• Further research and training are recommended to equip educators and parents with effective tools for inclusive education.