Abstract:

The purpose of this article is to detect behavioural disorders from early childhood and to implement programs where teachers can find solutions for the inclusion and learning of hyperactive and deficient children, and also to what extent the application of programs can generate growth the level of improvement. The choice of this theme is also influenced by the fact that I want to deepen this type of behavioural disorder to help include children with this type of disorder in mass education by applying complementary therapy methods, strategies, and interventions.

The research involved the design of an intervention program applied during the 2017-2018 school year and consisted of a formative experiment aimed at influencing the 30 subjects with ADHD, pre-school age (3-6 years). Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed psychiatric disorders in childhood and adolescence. In Romania, it is estimated that there are over 200,000 thousand children diagnosed with this disease, occupying the second place as a frequency between the types of pathology in paediatric psychiatry.

The important role of teachers directly influences the process of student learning; it not only plays a mediating role in the learning process but also helps to normalize pupils' lives in school by adjusting the learning process to their needs. Also, by adapting the educational process to the students' requirements, their integration is facilitated, in school and in class, as well as in their social environment.

Keywords:

ADHD, behaviour, disorder, inclusion, therapy.