About this paper

Appears in:
Pages: 3167-3174
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0604

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

PUPILS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER STARTING EDUCATION IN PRIMARY SCHOOL - OPPORTUNITIES FOR THERAPEUTIC-EDUCATIONAL SUPPORT

S. Nazaruk, E. Tokarewicz

Pope John Paul II State School of Higher Education (POLAND)
The increased volume of information on the phenomenon of attention deficit hyperactivity disorder (ADHD) can be observed in the society and in school settings nowadays. This is due to the fact that the extent of this phenomenon and the frequency of its occurrence, especially among children, have been on the increase over the past years. Therefore, this issue is addressed by more and more specialists from the field of psychology, pedagogy, medicine, education and sociology. Children suffering from attention deficit hyperactivity disorder are not only restless but also impulsive and inattentive. Furthermore, they have behavior issues and learning difficulties. These symptoms make it difficult for such a child to function normally within the family, in the peer group or at school. Thus, children with ADHD often do not have friends, and even the immediate family members cannot understand their unusual behavior which is often not adequate for the situation. Historically, the incidence of ADHD was attributed to many different factors. However, nowadays it is believed that it is an inherited polygenic disorder and there is no particular gene responsible for its occurrence. In order for a child to function properly in a school environment and to cope with the demands of daily life, the incidence, causes and symptoms of ADHD should be diagnosed as soon as possible, and the therapy should be commenced at the right time.

Therefore, the purpose of this qualitative research was to identify different methods and effects of the therapy administered to a pupil diagnosed with attention deficit hyperactivity disorder. The pupil started to attend the first grade of primary school in Biała Podlaska, Lublin Province, Poland. The method of a case study was employed in this qualitative research because in case of therapy, education or even upbringing it is difficult to compare diagnosis and effects. Furthermore, qualitative research with its data analysis and conclusions will be useful for other people with similar problems.
@InProceedings{NAZARUK2018PUP,
author = {Nazaruk, S. and Tokarewicz, E.},
title = {PUPILS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER STARTING EDUCATION IN PRIMARY SCHOOL - OPPORTUNITIES FOR THERAPEUTIC-EDUCATIONAL SUPPORT},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0604},
url = {http://dx.doi.org/10.21125/inted.2018.0604},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {3167-3174}}
TY - CONF
AU - S. Nazaruk AU - E. Tokarewicz
TI - PUPILS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER STARTING EDUCATION IN PRIMARY SCHOOL - OPPORTUNITIES FOR THERAPEUTIC-EDUCATIONAL SUPPORT
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0604
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 3167
EP - 3174
ER -
S. Nazaruk, E. Tokarewicz (2018) PUPILS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER STARTING EDUCATION IN PRIMARY SCHOOL - OPPORTUNITIES FOR THERAPEUTIC-EDUCATIONAL SUPPORT, INTED2018 Proceedings, pp. 3167-3174.
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