Παρεμβάσεις στη Διαταραχή Ελλειμματικής Προσοχής και Υπερκινητικότητας στο σχολικό πλαίσιο.

Abstract

ADHD according to the Diagnostic Statistical Manual of Mental Disorders (DSM) is based on a set of primary and secondary symptoms and includes three types: inability to concentrate and attention, hyperactivity and impulse, and finally the combination of the two previous ones. This disorder has been increasing in recent years, and there is evidence that the majority of these cases may coexist with two or more disorders, such as learning difficulties and behavioral problems. This study attempts to present the basic clinical picture of ADHD and to propose effective ways of intervening within the school, in particular in the learning field. According to the principles of inclusive and comprehensive education, children with ADHD, like all children with special educational needs, are trained in common classes and the aim is to promote learning with the active participation of all. In the case of ADHD in particular, the teacher can develop methods of behavior modification, attempt cognitive and behavioral approaches (self-control and self-training), organize and redevelop the environment properly and, of course, contribute to tackling learning difficulties. The effectiveness of the above methods developed in the school context lies in the cooperation of teachers with each other and, of course, in the cooperation of teachers and the family. Such rehabilitation is intended to allow the child with ADHD to achieve emotional balancing and effective active participation in school events.