Abstract:

The study deals with the issue of the reading competence development in students with intellectual giftedness and attention deficit hyperactivity disorder in a younger school age. Presented results are based on the verification of the effectiveness of intervention program of own construction with the aim to strengthen perceptual, cognitive and motor skills in a sample of students with attention deficit hyperactivity disordes. The starting point is the issue of acquiring reading competence (technique and method of reading, reading comprehension) and the specifics of educating a student with double exceptionality - intellectually giftedness and attention deficit hyperactivity disorder. The results of the implemented experimental verification of the effectiveness of the compiled intervention program for increasing the level of reading competence in the form of a single-case study, the respondent of which was a student with intellectual gifts and attention deficit hyperactivity disorder, point to positive results not only in the process of acquiring reading competence, but also in reducing manifestations of behavioral disorders. On the basis of the conducted preliminary research, recommendations are formulated for special pedagogic practice, as the education of students with intellectual gifts and attention deficit hyperactivity disorder is currently one of the current topics, also in connection with the possibilities of their inclusive education.

Keywords:

Intellectually gifted student with attention deficit hyperactivity disorder, younger school age, reading competence, intervention program, inclusive education.