To Understand in Order to Help, in Other Words, How to Make a Class Suitable for Students with Attention Deficit Hyperactivity Disorder

Abstract

The symptoms of attention deficit hyperactivity disorder (ADHD) displayed by school-age children, very often accompanied by emotional and social immaturity and a poor understanding of the concept of time, adversely affect children’s psychosocial situation at school. These factors disturb the children’s learning process, which results in school achievements that are disproportionately low comparing to the children’s intellectual potential. They also undermine children’s capabilities within the scope of obeying school rules of behaviour, which has a negative effect on the quality of relationships between children and their teachers. These symptoms, by limiting the competence of children in building and developing friendly social relationships, make it more difficult for them to obtain acceptance by peers. Thus, pedagogical support given by a teacher within the scope and in a form adequate for the individual needs, capabilities and limitations of children with ADHD should be acknowledged as an important factor in the successful functioning of these children. Identification and understanding by teachers of the importance and nature of problems that children with ADHD encounter is a starting point and a key factor in the effectiveness of this support. It will allow a teacher to provide an educational context in a class in which it is possible to satisfy their special educational needs. Creating such a context involves the necessity of taking actions by a teacher which are aimed at alleviating the symptoms of ADHD, on the one hand, and integrating a class, on the other. Such actions may ensure that students with ADHD will achieve success both in acquiring knowledge and academic skills and in the dimension of effective behaviour which respects social requirements in the school environment.