Abstract:

The quality of integration of a pupil with a behavioural disorder (hereinafter referred to as ADHD) is characterized by several aspects that support the process of comprehensive integration of such a pupil into the process of education. The creation of positive social integration of a pupil with ADHD is the most important aspect in the process of education. The paper focuses mainly on the social aspect of integration with emphasis on mutual relations in the classroom. Empirical activity was carried out with the help of a mixed research strategy. We used exploratory methods for the quantitative part of the research: questionnaire as a method of data collection, sociometry as a method of measuring social relations and drawing as a projective method. We determined the level of social inclusion of a pupil with ADHD at the first stage of primary school using a standardized research tool of sociometry and we verified the validity and reliability of the researched problem by analysing other research tools as well. The selection of the research sample was random, several primary schools were involved in the study, with the following criteria set: third- and fourth-year primary school pupils, primary schools in the Slovak Republic, classes with an integrated pupil with ADHD and the last criterion was the willingness of both the class and the teacher to cooperate. The survey, based on the number of negative answers given, showed that the pupils with ADHD are not among the favourite pupils in the classroom, what is a critical situation nowadays, as there are enormous efforts to implement inclusion in schools. Inclusion means full acceptance of the uniqueness of every one of us. The collected data are evaluated by means of developed sociograms and sociometric matrices. The result of dealing with this given issue are proposals that we recommend applying in practice.

Keywords:

Pupil with a behavioural disorder, socialisation, integration, social integration, ADHD, sociometry.