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ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD). ANOTHER WAY OF TEACHING IS POSSIBLE

C. Moron, D. Ferrandez, A. Garcia, A. Payan

Univerdidad Politécnica de Madrid (SPAIN)
Usually, Attention Deficit Hiperactivity Disorder (ADHD) ignorance makes people to make disrespectful comments, generating delays in the educational system, when they are actually students with special educational needs. The aim of this work is to bring professionals who can generate tangible educational changes closer to people that interact with ADHD children in some way. This way social conscience is attempted (about 1 of 20 children suffer from this type of disorder) in the hopes of reaching an alternative education.

There is a general tendency, especially in teachers who have accommodated to their job, to brand ADHD students as “stupid”, “unmanageable” or “lazy”, increasing their workload, instead of taking their disorder into consideration. Actually, only diagnosis improvement and medical treatment by health professionals, in addition to some better teacher training is required in order to integrate these students into classroom dynamics successfully. But this is only possible if they can count on parent’s collaboration and a continued work at home and school is done. Luckily, there is a great number of education professionals who have become aware of this disorder that are investigating and innovating new techniques as we will describe on this article every day (like magic, theatre, gamification, music…etc.) that are very useful to improve their efficiency.

To get this aim, there will be considerations about these students such as how to identify them inside the classroom or the features we can notice both at home and at school. Once the problem is clearly understood, several methodologies are going to be described according to educational phases (Children education, primary school, secondary school and baccaulaureate) that will be rely on results obtained by experts while they were working with these students and let their efficiency get better and integrate them into classroom dynamics. At the same time, guidelines to follow to elaborate a motivating teaching unit will be indicated, based on neuro-didactical newest knowledge that encourages this student profile.

In addition, guidelines about how each education professional can influence their education system adaptation, setting positive standards and strategies. Furthermore, best-adjusted evaluation methods for working with ADHD children are mentioned, keeping in mind that their worst trouble at school is literacy, and the main assesment tool there are hand-write exams.