Thematische Bibliographien / Education of pupils with Attention Deficit Disorder

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Auswahl der wissenschaftlichen Literatur zum Thema „Education of pupils with Attention Deficit Disorder“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Education of pupils with Attention Deficit Disorder"

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Ntiakoh-Ayipah, Daniel, Joslin Alexei Dogbe, Maxwell Peprah Opoku, Frank Twum, Michael Owusu, Hammond Kumi, Priscilla Afari und Gordon Donnir. „Prevalence of Attention Deficit Hyperactivity Disorder Among Pupils in Primary Schools in Ghana“. Journal of International Special Needs Education 23, Nr. 2 (03.12.2018): 69–78. http://dx.doi.org/10.9782/18-00011.

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Abstract In recent times, international deliberations have centered on inaccessibility of essential services to persons with disabilities. These systematic discriminations have accounted for high rates of poverty and deplorable living standards among persons with disabilities. Deliberate attempts are being made to safeguard the rights and well-being of persons with disabilities. In Ghana, one major development is the implementation of inclusive education, to open regular classrooms to children with disabilities. While much is known about the challenges faced by teachers, in terms of lacking skills, facilities and resources to teach students with disabilities in regular classrooms, little attention has been given to their ability to identify students with disabilities. This case study explored the prevalence, common sub-types and distribution of Attention Deficit Hyperactivity Disorder (ADHD) among pupils in primary schools in Ghana. The school and home version of the ADHD Rating Scale IV were used to rate 374 pupils by their teachers and parents. Cluster sampling was used to select 15 schools from a district to take part in this study. The estimated prevalence of ADHD was 7% and more boys were identified with ADHD than girls. With regards to teachers' ratings, most of the pupils fell under inattentive sub-type while hyperactive was the most common sub-type identified by parents. Both teachers and parents identified twenty-one pupils. The need for stakeholders' engagement on public education on ADHD its symptoms and management, have been discussed extensively.
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Place, Maurice, Jo Wilson, Elaine Martin und Jessica Hulsmeier. „The Frequency of Emotional and Behavioural Disturbance in an EBD School“. Child Psychology and Psychiatry Review 5, Nr. 2 (Mai 2000): 76–80. http://dx.doi.org/10.1017/s1360641700002173.

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The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments is being questioned, at the same time as there is pressure to minimise the exclusion of disruptive pupils. This study looked at the rate of psychiatric disorder that was prevalent in a school for emotionally and behaviourally disordered (EBD) pupils, and found, using DSM III-R criteria, that 24% of the sample had depression, 11% had overanxiousness, and 70% had a diagnosis of Attention Deficit Disorder with Hyperactivity (ADHD). Educational attainment assessment showed that 75% had a reading age that was at least 2 years below their chronological age. These results suggest that such settings are dealing with a very disturbed group of youngsters.
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Klanienė, I., G. Šmitienė und E. Banienė. „COOPERATION BETWEEN PARENTS AND PRIMARY SCHOOL TEACHERS IN OVERCOMING THE READING DIFFICULTIES OF PUPILS WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER IN PRIMARY CLASSES“. Bulletin of Taras Shevchenko National University of Kyiv. Social work, Nr. 3 (2018): 27–33. http://dx.doi.org/10.17721/2616-7786.2018/3-1/6.

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Nowadays general education schools are increasingly focusing on the development of inclusive education ideas through a variety of social pedagogical assistance measures. Pupils with attention deficit and hyperactivity disorder (ADHD) in primary classes face with learning difficulties (most often with difficulties in reading), often have problems with socialization as well as difficulties in communicating with their peers. Cooperation between parents and primary school teachers in coping with learning difficulties is one of the key factors of effective social pedagogical assistance. The article analyzes the data of qualitative research which reveals the peculiarities of educational difficulties of social pedagogical cooperation, while helping to overcome difficulties (reading) of pupils with ADHD: content, forms and conditions of assistance from parents.
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Richardson, Michelle, Darren A. Moore, Ruth Gwernan-Jones, Jo Thompson-Coon, Obioha Ukoumunne, Morwenna Rogers, Rebecca Whear et al. „Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research“. Health Technology Assessment 19, Nr. 45 (Juni 2015): 1–470. http://dx.doi.org/10.3310/hta19450.

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BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterised by age-inappropriate levels of inattention, impulsivity and hyperactivity. School can be particularly challenging for children with ADHD. Few reviews have considered non-pharmacological interventions in school settings.ObjectivesTo assess the effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, their delivery.Data sourcesTwenty electronic databases (including PsycINFO, MEDLINE, EMBASE, Education Resources Information Centre, The Cochrane Library and Education Research Complete) were searched from 1980 to February–August 2013. Three separate searches were conducted for four systematic reviews; they were supplemented with forward and backwards citation chasing, website searching, author recommendations and hand-searches of key journals.Review methodsThe systematic reviews focused on (1) the effectiveness of school-based interventions for children with or at risk of ADHD; (2) quantitative research that explores attitudes towards school-based non-pharmacological interventions for pupils with ADHD; (3) qualitative research investigating the attitudes and experiences of children, teachers, parents and others using ADHD interventions in school settings; and (4) qualitative research exploring the experience of ADHD in school among pupils, their parents and teachers more generally. Methods of synthesis included a random-effects meta-analysis, meta-regression and narrative synthesis for review 1, narrative synthesis for review 2 and meta-ethnography and thematic analysis for reviews 3 and 4.ResultsFor review 1, 54 controlled trials met the inclusion criteria. For the 36 meta-analysed randomised controlled trials, beneficial effects (p < 0.05) were observed for several symptom and scholastic outcomes. Mean weighted effect sizes ranged from very small (d+ < 0.20) to large (d+ ≥ 0.80), but substantial heterogeneity in effect size estimates across studies was reported. Moderator analyses were not able to clarify which intervention features were linked with effectiveness. For review 2, 28 included studies revealed that educators’ attitudes towards interventions ranged in positivity. Most interventions were rated positively or neutrally across different studies. The only intervention that consistently recorded positive attitudes from educators was daily report cards. For review 3, 33 studies met the inclusion criteria. Key findings included tensions regarding the preferred format of interventions, particularly how structured interventions were and the extent to which they are tailored to the child with ADHD. There were mixed views about the impact of interventions, although it was clear that interventions both influence and are influenced by the relationships held by children with ADHD and participants’ attitudes towards school and ADHD. For review 4, 34 studies met the inclusion criteria. Key findings included the importance of causal attributions that teachers, parents and pupils made about ADHD symptoms, the decisions teachers made about treatment, the self-perceptions pupils developed about themselves, the role of the classroom environment and stigma in aggravating ADHD symptoms, and the significant barrier to treatment posed by the common presence of conflict in relationships between pupils–teachers, parents–teachers and pupils–peers in relation to ADHD. An overarching synthesis of the four reviews highlighted the importance of the context affecting interventions. It suggested that ADHD psychoeducation and relationship-building skills are potential implications for interventions.LimitationsThe breadth of both interventions and outcomes in the reviewed studies presented a challenge for categorisation, analysis and interpretation in reviews 1–3. Across reviews, relatively few studies were conducted in the UK, limiting the applicability of findings to UK education. In reviews 1 and 2, the poor methodological quality of some included studies was identified as a barrier to establishing effectiveness or comparing attitudes. In review 3 the descriptive analysis used by the majority of studies constrained theorising during synthesis. Studies in review 4 lacked detail regarding important issues like gender, pupil maturity and school level.ConclusionFindings suggest some beneficial effects of non-pharmacological interventions for ADHD used in school settings, but substantial heterogeneity in effect sizes was seen across studies. The qualitative reviews demonstrate the importance of the context in which interventions are used. Future work should consider more rigorous evaluation of interventions, as well as focus on what works, for whom and in which contexts. Gaps in current research present opportunities for the development and testing of standardised tools to describe interventions, agreement on gold-standard outcome measures assessing ADHD behaviour and testing a range of potential moderators alongside intervention trials.Study registrationThis study is registered as PROSPERO CRD42011001716.FundingThe National Institute for Health Research Health Technology Assessment programme.
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Prino, Laura Elvira, Tiziana Pasta, Francesca Giovanna Maria Gastaidi und Claudio Longobardi. „A STUDY ON THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH SPECIAL NEEDS“. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, Nr. 1 (27.09.2016): 119. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.488.

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Abstract:The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance.Keywords: student-teacher relationship, pupils with special needs, autism spectrum disorders, Down’s syndrome, learning disorders, attention-deficit and hyperactivity disorders
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Fleischmann, Amos, und Sharief Dabbah. „Negev Bedouin Teachers’ Attitudes Toward ADHD and Its Pharmacological Treatment“. Qualitative Health Research 29, Nr. 3 (08.10.2018): 418–30. http://dx.doi.org/10.1177/1049732318803892.

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Little is known about the attitudes of Negev Bedouin toward attention-deficit/hyperactivity disorder (ADHD) and its pharmacological treatment. This study examines the perspectives of Negev Bedouin teachers on pharmacological treatment. Thirty-six teachers are asked to consider how their views influence the way they relate to pupils’ parents. A grounded-theory analysis of semistructured interviews illuminates ambivalence in teachers’ attitudes. Teachers, like the rest of their community, when asked about the implications of an ADHD evaluation for their children, respond that ADHD and its pharmacological treatment cause dishonor. When asked what ADHD means when it is their pupils who are diagnosed and treated, however, teachers, like the education establishment, accept the need for medication. However, they fail to communicate this need to parents because their attempts to do so show parents that they consider their children “flawed”—causing parents to oppose treatment even more lest they succumb to social stigma.
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Graczyk, Patricia A., Marc S. Atkins, Maudette M. Jackson, Joan A. Letendre, Julia Kim-Cohen, Barbara L. Baumann und Jon Mccoy. „Urban Educators’ Perceptions of Interventions for Students with Attention Deficit Hyperactivity Disorder: A Preliminary Investigation“. Behavioral Disorders 30, Nr. 2 (Februar 2005): 95–104. http://dx.doi.org/10.1177/019874290503000203.

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This study examined urban educators’ attitudes toward commonly recommended interventions for students with Attention Deficit Hyperactivity Disorder (ADHD). Participants included 358 pupil personnel services (PPS) professionals—school psychologists, social workers, and counselors—and 70 classroom teachers from urban elementary schools. On average, PPS professionals and classroom teachers expressed little confidence in the effectiveness of commonly used classroom, mental health, and pharmacological treatments for ADHD. For PPS professionals, a moderately positive correlation was found between self-confidence and effectiveness ratings for classroom interventions and mental health interventions, and a small positive association was found between knowledge of ADHD and effectiveness ratings for medication. Teacher self-confidence was positively associated with effectiveness ratings for classroom interventions. Knowledge of ADHD was negatively correlated with teacher perceptions of the effectiveness of classroom and mental health interventions. Neither child gender nor ADHD subtype influenced effectiveness ratings. Results are discussed in regard to the urgent need for urban educators to experience greater success in their efforts to implement interventions for students with ADHD and for research focused on the unique needs of children residing in urban, low-income communities.
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Scanlon, Geraldine, Ciara McEnteggart und Yvonne Barnes‐Holmes. „The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland“. Journal of Research in Special Educational Needs 19, Nr. 4 (28.03.2019): 344–52. http://dx.doi.org/10.1111/1471-3802.12453.

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Cardona-Reyes, Héctor, Jaime Muñoz-Arteaga, Klinge Villalba-Condori und María Lorena Barba-González. „A Lean UX Process Model for Virtual Reality Environments Considering ADHD in Pupils at Elementary School in COVID-19 Contingency“. Sensors 21, Nr. 11 (30.05.2021): 3787. http://dx.doi.org/10.3390/s21113787.

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Today, the world is experiencing the COVID-19 health contingency, which prevents people from being exposed to one another and restricts physical contact. Under this context, the use of technology has become an essential tool to face the challenges of daily life, and virtual reality can be an alternative in the development of solutions that effectively support the acquisition of learning skills and knowledge transmission through the execution of tasks designed by multi-disciplinary groups. In addition, it can encourage the user to continue with the acquisition of learning skills in a friendly and fun way in a health and education context. This work proposes the use of virtual reality environments as an alternative to support the learning process in children with special educational needs such as Attention Deficit Hyperactivity Disorder (ADHD) and other associated disorders that occur in basic education. These proposed reality environments are designed under the Lean UX process model and their contents are designed according to expert therapeutic guidelines. As a result of this proposal, a case study is presented in which the user experience is evaluated through the use of an interactive environment to support the special educational needs of elementary school children attending an educational institution in Mexico.
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Tan, Teck Shuenn, und Wing Sum Cheung. „Effects of computer collaborative group work on peer acceptance of a junior pupil with attention deficit hyperactivity disorder (ADHD)“. Computers & Education 50, Nr. 3 (April 2008): 725–41. http://dx.doi.org/10.1016/j.compedu.2006.08.005.

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Dissertationen zum Thema "Education of pupils with Attention Deficit Disorder"

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Hjörne, Eva. „Excluding for inclusion? : negotiating school careers and identities in pupil welfare settings in the Swedish school /“. Göteborg : Acta Universitatis Gothoburgensis, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=012821451&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Graham, Linda Jayne. „Schooling attention deficit hyperactivity disorders“. Queensland University of Technology, 2007. http://eprints.qut.edu.au/16529/.

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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.
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Lindh, Maria. „Vilka stöd finns det för elever med ADHD i skolan? : What forms of support are available at school for pupils with ADHD?“ Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24319.

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Syftet med denna studie har varit att undersöka vilka stöd det finns för barn med ADHD i skolan. Studien bygger på intervjuer med två klasslärare, en speciallärare, två rektorer samt en observation av en elev med diagnosen ADHD. Skolorna i undersökningen har varit en kommunal f-5 skola samt en f-9 friskola. För att belysa detta ämne ur en ny synvinkel har jag valt att undersöka lärarnas erfarenheter av sambanden mellan språkutveckling och ADHD. Intervjuerna visar att lärarna underströk att barn är olika och att man därför måste arbeta utifrån den enskilde individen. Lärarna menar att de inte har sett något samband mellan ADHD och försvagning av den språkliga utvecklingen. Vidare menar även lärarna att elever med ADHD är i behov av struktur och rutiner. Klasslärarna menade dock att detta inte var unikt för elever med ADHD utan att alla elever är i behov av det. Båda rektorerna anser att det är svårt att få ekonomiskt stöd för elever med enbart en ADHD diagnos. Den ena rektorn menade till och med att det är omöjligt. Undersökningen visar att det finns viss avsaknad av kunskap hos verksamma lärare om ADHD samt om kopplingen, som enligt forskare finns, mellan språkförsvagning och diagnosen. Därmed brister även kunskapen om hur man på bästa sätt kan stödja elever som har denna diagnos. Behovet av vidareutbildning är stor framförallt eftersom det ständigt kommer ny forskning inom området.
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Machula, Miranda. „Understanding and Predicting Teachers? Knowledge of Attention Deficit/Hyperactivity Disorder“. Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1560053.

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This study aims to increase understanding of teacher knowledge about Attention Deficit/Hyperactivity Disorder (ADHD). One hundred teachers completed the Knowledge of Attention Deficit Disorders Scale (KADDS) and a demographic questionnaire. Results indicate that teachers knew significantly more about the symptoms of ADHD than its treatment or general facts about the disorder. Special education teachers had significantly higher KADDS scores than general education teachers.

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Tree, Tonya M. „School-Based Services for Children with Attention-Deficit/Hyperactivity Disorder“. DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/157.

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This study was designed to present descriptive data from a survey of 201 school psychologists. Psychologists completed a survey addressing current practices for determining placement for students with ADHD including the role of school psychologists in determining placement, how often and who monitors services, where students are served, and what services are provided in each setting. Findings indicated that psychologists were involved less frequently in placement decisions and evaluation for Section 504 than in Special Education. Students with 504 plans received less frequent follow-up than students in Special Education. Results indicated that schools were generally following federal guidelines and recommendations from researchers for placement decisions, at least when the school psychologist was involved. Overall, service patterns for Section 504 and Special Education were similar; however, all interventions were reported more frequently in Special Education. Data indicated that empirically supported interventions may be underutilized in both settings for students with ADHD.
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Knudsen, Emily. „Attention deficit hyperactivity disorder empowerment program| A grant project“. Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527720.

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The purpose of this project was to write a grant to fund the Attention Deficit Hyperactivity Disorder (ADHD) Empowerment Program, through Olive Crest, a mental health agency in Santa Ana, California. This program seeks to support adolescents with ADHD and their caregivers by educating them about this mental health disorder. The ADHD psycho-education support groups, offered in English and Spanish, will educate families on ADHD causes, symptoms, treatments, and behavioral interventions. Actual submission of this grant was not a requirement of this project.

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Redfern, Jane F. „Helping control Attention Deficit Disorder behaviour using musical activities“. Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79996.

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Thesis (MMus)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: As a recent graduate, I feel that young educators are graduating from South African universities and are teaching in schools without adequate knowledge of the various learning disabilities and behavioural disorders that many children suffer from. In the context of the Arts & Culture or music classroom, educators especially suffer as they are taught to encourage creativity. However, how can one differentiate between creative behaviour and disruptive behaviour and be certain that bad behaviour is not a symptom of a behavioural disorder? Upon graduation and starting to teach in the southern suburbs in the Western Cape, the researcher was struck by the number of children diagnosed with behaviour disorders and taking the stimulant medication Ritalin. Yet the notion of medicating a child for a behavioural disorder is not agreeable to many parents and educators to whom the researcher has spoken while researching this topic. The general feeling seems to be that a child should be given space to be creative, but a teacher cannot control a class of at least twenty-five children who are all claiming their own creative rights. This research explores various steps that a music educator can take to control a class of both medicated and non-medicated learners. The effects of music on the behaviour of learners diagnosed with Attention Deficit Disorder (abbreviated to ADD) have been investigated in various ways over the years and these are described in this thesis. Likewise, information on various prescription medications and non prescription medications that are available in South Africa are presented to offer options to an educator/parent faced with a child demonstrating behavioural problems. There is also substantiation that by increasing the intake of essential fatty acids and adjusting a child’s diet, one can positively enhance behaviour and concentration. The researcher discusses the various foods that should be avoided and those should be enjoyed generously. The researcher observed learners who were considered problematic in the general classroom in the form of observation of behaviours before and after each musical activity. Class educators were asked to assist the researcher by further observing the selected children’s behaviour in the following lesson.
AFRIKAANSE OPSOMMING: As ‘n onlangsgegradueerde, voel ek dat jong onderwysers aan Suid-Afrikaanse universiteite afstudeer en onderrig in skole begin gee sonder voldoene kennis van die verskeie leergestremdhede en gedragsafwykings waaraan ‘n groot hoeveelheid kinders ly. In die konteks van die Kuns en Kultuur of musiekklaskamer is dit vir onderwysers besonder moeilik omdat hulle geleer is om kreatiwiteit aan te moedig. Die probleem is hoe om te onderskei tussen kreatief en ontwrigtende gedrag en hoe om seker te wees of slegte gedrag nie ‘n simptoom van ‘n gedragsafwyking is nie. Na graduering en die begin van haar onderrigloopbaan in die suidelike voorstede van die Wes-Kaap is die navorser getref deur die getal kinders wat die stimulant medikasie Ritalin gebruik. Tog sou die meeste ouers en onderwysers waarmee die navorser gepraat het gedurende haar navorsing nie die gebruik van medikasie vir gedragsafwykings verkies nie. Die algemene gevoel is dat die kind die geleentheid gegun behoort te word om kreatiefe te wees, maar ‘n onderwyser kan nie ‘n klas van minstens vyf-en-twintig kinders onder beheer hou wat almal hul kreatiewe regte eis nie. Hierdie navorsing ondersoek verskillende stappe wat ‘n musiekonderwyser kan neem om ‘n klas te beheer met leerlinge wat op en sonder medikasie is. Die effek van musiek op die gedrag van leerlinge wat gediagnoseer is met Aandagafleibaarheidsindroom (afgekort na AAS) is reeds in verskeie vorme oor die jare ondersoek en word in hierdie tesis beskryf. Inligting aangaande verskeie voorskrif en nie-voorskrif medikasie wat in Suid-Afrika beskikbaar is, word verskaf om opsies te gee vir ‘n opvoeder/ouer wat gekonfronteer word met ‘n kind wat gedragsprobleme demonstreer. Daar is ook bewyse dat deur om die inname van essensiële vetsure te verhoog en ‘n kind se dieet aan te pas, gedrag en konsentrasie positief beinvloed kan word. Die navorser bespreek die verskeie kossoorte wat vermy behoort te word teenoor dié wat vryelik geniet kan word. Die navorser het leerlinge waargeneem wie se gedrag as problematies in die algemene klaskamer beskou was, voor en na elke musikale aktiwiteit. Klasonderwysers is gevra om die navorser by te staan deur verdere waarneming van die kinders se gedrag in die volgende les.
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Grynkewich, Magda Ann Urban 1952. „Elementary and secondary preservice educators' attitudes and knowledge about attention-deficit/hyperactivity disorder“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282128.

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General education teachers are largely responsible for the education of students with Attention-Deficit/Hyperactivity Disorder (ADHD). This is partially due to the educational movement toward inclusion for students with disabilities, and partially due to the ability of about 50% of students with ADHD to progress normally in school when given classroom accommodations and/or instructional modifications. General educators are teaching students with ADHD, yet limited information about teacher attitudes and knowledge about ADHD exists. This study is an initial exploratory investigation that examined the attitudes and knowledge about ADHD of preservice general education teachers at the elementary and secondary levels. Preservice elementary and secondary teachers completed an instrument designed to assess their attitudes and knowledge regarding ADHD. Two scales were created: one scale for items related to attitudes, and the second scale related to basic knowledge about ADHD. Research questions addressed preservice teachers' overall attitude and knowledge about ADHD, and whether grade level, gender, or perceived experience with ADHD influenced their attitude and/or knowledge about ADHD. Findings demonstrated that preservice teachers were in general agreement with positive attitude statements about ADHD. Differences in attitude ratings by grade level were significant, with elementary preservice teachers in stronger agreement with statements about ADHD than secondary preservice teachers. No significant differences in attitude were evident for gender. There was, however, a significant difference in attitude based on teachers' reported experience with ADHD. Teachers with basic or moderate/extensive experience had significantly more positive attitudes than teachers with no experience. Preservice teachers answered slightly more than half of the 11 knowledge items correctly. Elementary preservice teachers correctly answered more knowledge items about ADHD than secondary preservice teachers. No differences in knowledge were identified based on preservice teachers' gender or experience with ADHD. The findings are discussed in relation to other research on teacher attitudes and knowledge for ADHD. Implications for research and practice are discussed.
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Hamiter, Amelia. „"It's Not a Real Disorder": Attention Deficit/Hyperactivity Disorder and Paradigms of Childhood Harm“. Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/849.

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Attention Deficit/Hyperactivity Disorder has garnered controversy in the United States since it became a widely diagnosed disorder in American schoolchildren in the 1970s. Both diagnosis and treatment are sites of controversy. Some believe the disorder is a contrivance of parents and teachers who do not want to deal with hardly exceptional childhood difficulties, or a contrivance of pharmaceutical companies taking advantage of such parents and teachers. Others believe that a neurobiological basis for the disorder will eventually be discovered, and thus will legitimize both the diagnosis and the practice of prescribing medication for treatment. I utilize the Science, Technology, and Society approach of actor network theory to show that these multiple understandings of ADHD can coexist, since ADHD is a complex product of external and internal agents. This will demonstrate how cultural shifts and values cause parents, teachers, and doctors to evaluate childhood in a way that frames certain behaviors as harmful. I also evaluate how cultural values of medicalization center issues in the individual rather than in external factors, and assess the values that psychiatric treatment appeals to and whether they primarily serve the needs of children. I conclude that ADHD is a heavily context-dependent disorder, but that that does not delegitimize harmful effect on children who exhibit ADHD-associated behaviors. I also conclude that the current dominant medicalized approach to ADHD is not optimal because it focuses on only a few of the total factors that make ADHD a pathological disorder for children in the contemporary United States.
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DuCharme, Sandra. „Parents' perceptions of raising a child with attention deficit hyperactivity disorder“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282112.

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The purpose of this study was to examine parents perceptions regarding four aspects of raising children with ADHD: (a) parent perceptions about their children and the school experience, (b) parent perceptions about their interactions with medical personnel, (c) parent perceptions regarding family and social issues, and (d) parent perceptions regarding their own experiences of raising a child with ADHD. This qualitative study used in-depth phenomenological interviews of seven parents of adolescents from three large metropolitan areas in the Southwest, Midwest, and East. The parameters for selection of participants included parents: (a) of adolescents (12-19) diagnosed with ADHD, (b) who were from different ethnic groups, (c) who demonstrated divergent socioeconomic status, (d) who were from various educational backgrounds, (e) with dissimilar work experiences, (f) who were male or female, and (g) who were from different areas of the country. Each participant had three audiotaped ninety-minute interviews. The transcriptions were analyzed from a thematic perspective and were presented based on the themes that emerged. Findings of parents perceptions were organized into: (a) family and medical issues, (b) parenting issues, and (c) school issues. There were similarities noted between participants and parents of disabled children in general and between participants and other parents of children with ADHD. Family issues included parents perceptions of: (a) the identification process, (b) family interactions, and (c) community interactions. Medical issues included parent perceptions of: (a) medical personnel, and (b) use of medication. Parenting issues included parent views of their: (a) frustrations, (b) feelings, (c) modification to family routines, and (d) fears for their child. Parent strategies included parent views of: (a) the academic strategies they used to help their child, (b) personal strategies they used to help themselves, and (c) attitudinal and cognitive strategies they used to adapt and to be successful in parenting children with ADHD. School issues included parent perceptions of: (a) school placement, transitions, and laws, and (b) their feelings, beliefs, and strategies when dealing with school personnel. Summaries and discussions were included at the end of each section. Conclusions and implications for research and practice were presented in the final chapter.
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Bücher zum Thema "Education of pupils with Attention Deficit Disorder"

1

Kewley, Geoff D. 100 ideas for supporting pupils with ADHD. New York, NY: Continuum International Pub., 2008.

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McCarney, Stephen B. Punishing Attention deficit disorder manual. Columbia, Mo. (P.O. Box 7570, Columbia 65205): Hawthorne Educational Services, 1989.

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Jones, Clare B. Attention deficit disorder: Strategiesfor school-age children. Tucson, Ariz: Communication Skill Builders, 1994.

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Susan, Sharp, und Stolzenberg Jonathan, Hrsg. Rethinking attention deficit disorders. Cambridge, Mass: Brookline Books, 1997.

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The ADHD companion: Attention deficit hyperactivity disorder. East Moline, IL: LinguiSystems, 2002.

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Institute, Chesapeake. Teaching strategies: Education of children with attention deficit disorder. Reston VA: Distributed by The Council for Exceptional Children ... [et al.], 1994.

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Institute, Chesapeake. Teaching strategies: Education of children with attention deficit disorder. [S.l: sn.], 1994.

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Attention deficit disorder: Strategies for school-age children. Tucson, Ariz: Communication Skill Builders, 1994.

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The principal's guide to attention deficit hyperactivity disorder. Thousand Oaks, Calif: Corwin Press, 1998.

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ill, Ravanelli Terry, Hrsg. Taking A.D.D. to school: A "school" story about attention deficit disorder and/or attention deficit hyperactactivity disorder. Valley Park, MO: JayJo Books, 1999.

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Buchteile zum Thema "Education of pupils with Attention Deficit Disorder"

1

Rooney, Karen J. „Attention-Deficit/Hyperactivity Disorder“. In Handbook of Special Education, 300–311. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-25.

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Colley, Mary. „Attention Deficit (Hyperactivity) Disorder - AD(H)D“. In Neurodiversity in Higher Education, 169–93. Chichester, West Sussex, UK: John Wiley & Sons Ltd., 2012. http://dx.doi.org/10.1002/9780470742259.ch8.

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Didaskalou, Eleni. „Assisting Students with Attention Deficit Disorder Through Technology“. In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_149-1.

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Didaskalou, Eleni. „Assisting Students with Attention Deficit Disorder Through Technology“. In Encyclopedia of Education and Information Technologies, 150–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_149.

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Parra-Luzuriaga, Karina, Yaroslava Robles-Bykbaev, Vladimir Robles-Bykbaev und Paúl León-Goméz. „An Interactive Guide Based on Learning Objects to Train Teachers on the Detection and Support of Children with Attention Deficit Hyperactivity Disorder“. In Advances in Human Factors in Training, Education, and Learning Sciences, 78–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80000-0_10.

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Pokhriyal, Shailaja. „Attention Deficit Hyperactivity Disorder (ADHD)“. In Advances in Early Childhood and K-12 Education, 324–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7630-4.ch017.

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The chapter introduces attention deficit hyperactivity disorder (ADHD) and provides an insight into the condition, its causes, treatment, and rehabilitation. The chapter aims to briefly cover the major aspects of the condition. It touches on the role of assessment tools and protocols followed to diagnose and treat ADHD. The content will cover causes of ADHD, reported from research done so far, and changes in the displayed symptoms as a child grows into an adult. Additionally, comorbid conditions which occur along with ADHD are introduced, including the variations among children and adults. Finally, the role of technology in treatments, assessments, and as a support system are presented. The chapter is not an exhaustive guide but a primer to the condition.
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Epler, Pam L. „Working With Attention-Deficit Disorder, Attention-Deficit/Hyperactivity Disorder, and Twice-Exceptional Students“. In Advances in Early Childhood and K-12 Education, 75–92. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3111-1.ch003.

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As part of inclusive education, teachers are likely to see two other categories of students with special needs that do not specifically fit into one of the 13 disability categories under IDEA: (a) students diagnosed with attention-deficit disorder (ADD)/attention-deficit/hyperactivity disorder (ADHD), and (b) twice-exceptional students. Both of these categories of students warrant individual attention in the discussion of inclusive education. Thus, this chapter provides an overview of ADD/ADHD and twice-exceptional students, discusses how these categories connect with IDEA, and presents important information for teachers working with ADD/ADHD and twice-exceptional students in inclusive classrooms. Specific research-based strategies that general education teachers can use to educate these students as well as resources for gaining further information are included.
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Taylor, Eric. „Attention Deficit Hyperactivity Disorder“. In Developmental Neuropsychiatry, 59–94. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.003.0003.

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This chapter describes the recognition and associations of the syndrome of attention deficit hyperactivity disorder (ADHD), with special reference to the multitude of associated problems. Inattentiveness, overactivity, and impulsiveness are behaviour styles that predict later disadvantage in education, employment, physical health, substance use, mental health, and personal relationships. They very often coexist with features of oppositional disorders, anxiety, and the autism spectrum. These are considered both as differential diagnoses and as multiple morbidities needing to be recognized. Several cognitive limitations, including in executive function, can be identified by psychological testing. Genetic inheritance is a powerful influence. Neuroimaging is detecting an increasing number of changes in brain structure and function. The problems are widespread, but recognition of the syndrome varies between countries. The diagnosis is increasing in frequency over time. Treatment with stimulant medication is often helpful, but there is considerable controversy about how widely to apply it.
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Hodge, Samuel R. „Teaching Students with Attention Deficit Disorder and Hyperactivity“. In Case Studies in Adapted Physical Education, 120–22. Routledge, 2019. http://dx.doi.org/10.4324/9780367824488-27.

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Guazzaroni, Giuliana. „Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) Children“. In Advances in Psychology, Mental Health, and Behavioral Studies, 176–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7168-1.ch011.

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Autism spectrum disorder (ASD) is a serious neurological disorder. Using virtual reality (VR), researchers are exploring alternative solutions to treat ASD. Recent experiences show that VR can be a motivating platform to safely practice social and communication skills for children with ASD. It is also seen as an effective method to build empathy and help improve the general understanding of the condition. This study will focus on using and experimenting different 360-degree immersive learning environments for ASD and attention-deficit/hyperactivity disorder (ADHD) pupils and their schoolmates. The chapter will report on a few ASD students who use VR facilities to communicate, learn, improve self-awareness, autobiographical memory, and reduce school pressure, and a few ADHD students who enjoy a VR environment to improve concentration and self-esteem. Both the ASD students and the ADHD ones decided, during the trial, to become VR creators building their own content, with the help of a facilitator.
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Konferenzberichte zum Thema "Education of pupils with Attention Deficit Disorder"

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Nazaruk, Stanisława, und Ewa Tokarewicz. „PUPILS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER STARTING EDUCATION IN PRIMARY SCHOOL - OPPORTUNITIES FOR THERAPEUTIC-EDUCATIONAL SUPPORT“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0604.

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Jiang-Hao, Hou, Hao Ying, Chen Xiao-Jing, Hao Zhen, Hou Jin-Jie und Liu Yu-Hong. „Research Hotspots Analysis of Attention-Deficit/Hyperactivity Disorder by PubMed“. In 2015 7th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2015. http://dx.doi.org/10.1109/itme.2015.146.

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Cherepov, Evgeniy, und Galina Yakovleva. „EXTRACURRICULAR ACTIVITIES IN PHYSICAL EDUCATION OF ADOLESCENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0019.

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Miralles, Imma, und Mirolyuba Madjarova. „Q4ADHD - QUALITY ASSURANCE IN VET FOR LEARNERS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0506.

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Somma, Federica, Angelo Rega und Andrea Mennitto. „SOFTWARE-ASSISTED LEARNING IN CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: A REVIEW“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0803.

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Muna, Naeila Rifatil, Laila Qodariah, Ratna Jatnika, Urip Purwono und Juke R. Siregar. „Design And Trial Selective Attention Computer-Based “Letvis” Program For Children With Attention Deficit Disorder“. In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.136.

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Leikach, Benjamin, und Ruben Trevino. „HOW TO DESIGN TRAINING WORKSHOPS FOR PARTICIPANTS WITH MEETING ATTENTION DEFICIT DISORDER (MADHD)“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1881.

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Ifdil, Ifdil, Rima Pratiwi Fadli, Lira Erwinda, Alfina Sari, Elfi Churnia, Nilma Zola, Refnadi Refnadi und Zadrian Ardi. „Speech Therapy: an Alternative Approach for Attention Deficit Hyperactivity Disorder Treatment in Early Childhood“. In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.44.

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Hvozdikova, Silvia. „AN ATTENTION DEFICIT AND HYPERACTIVITY DISORDER LEARNER AND TEACHING ENGLISH AS A FOREIGN LANGUAGE“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2450.

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Boržíková, Iveta, und Rút Lenková. „PHYSICAL LITERACY OF CHILDREN WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER AT THE BEGINNING OF SCHOOLING“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1188.

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