Ενίσχυση και υποστήριξη της οργανωμένης συμπεριφοράς και της κοινωνικοποίησης κατά την αντιμετώπιση της ΔΕΠ-Υ, από τη σκοπιά του Σχολικού Συμβούλου

Abstract

The present assignment focuses on the provision of explanations, ways of intervention, methods and strategies while teaching students with ADHD (Attention Deficit Hyperactivity Disorder) from the School Advisor to the teachers, so as to make teaching easier and more effective. A teacher should be aware of all the possible options of management and the modern methods to handle and deal with ADHD students, especially those that can be applied within the school environment. In this direction and covering a pedagogically holistic reasoning two out of a total of eight subsets of structured and grouped advisory directions from the School Advisor to the teachers, regarding, controlling and dealing with ADHD are being displayed thoroughly and analytically. Specifically, the assignment focuses on providing general indicative suggestions from the School Advisor to the teachers, regarding the enhancement and support of organized behavior and socialization even if students with ADHD constitute a heterogeneous group and for this reason a generalized, collective approach is impossible and ineffective, because the particularities and the needs of each child are specific and unique. Generally, children with ADHD need a highly structured environment in order to respond positively. For example, behavioral interventions in the school include rules, daily timetables, time limits, agreements and negotiations with the students. The basic strategy consists in creating structures and organization and in formulating appropriate commands in order to draw the child’s attention.