STRATEGIES FOR SUPPORTING STUDENTS WITH ADHD: OVERCOMING CHALLENGES AND ENHANCING SUCCESS

Συγγραφείς

  • Hristina R. Fidosieva Senior Lecturer, PhD, Faculty of Education, Department of Primary School Pedagogy, University of Veliko Tarnovo “St. Cyril and St. Methodius”, Veliko Tarnovo, Bulgaria

DOI:

https://doi.org/10.46827/ejse.v10i8.5794

Λέξεις-κλειδιά:

ADHD, attention, hyperactivity, education, inclusive education

Περίληψη

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders, affecting millions of children and adolescents worldwide. In the United States alone, approximately 7 million children aged 3 to 17 years have been diagnosed with ADHD, representing about 11.4% of the population in this age group (CDC, 2024). ADHD is characterized by a combination of symptoms that include difficulties in sustaining attention, increased distractibility, hyperactivity, and impulsivity. These symptoms often result in significant challenges in educational settings, impacting both academic performance and overall well-being. Students with ADHD frequently struggle to concentrate on tasks, follow instructions, and complete assignments, which can lead to lower academic achievements. Their inability to maintain focus or resist distractions may cause them to miss critical information during lessons or fail to meet deadlines. Additionally, the hyperactivity and impulsivity associated with ADHD can disrupt classroom dynamics, creating challenges for both educators and peers. Beyond academic difficulties, students with ADHD often experience social and emotional struggles, such as difficulty forming and maintaining friendships, conflicts with teachers and classmates, and low self-esteem stemming from repeated failures and criticism. Addressing the educational needs of students with ADHD requires a comprehensive understanding of their unique challenges and strengths. This article explores evidence-based strategies that can enhance learning outcomes for these students. These strategies include creating structured and predictable classroom environments, incorporating active learning methods, using visual aids, and providing regular positive reinforcement. Furthermore, collaboration among teachers, parents, and specialists is crucial to ensure a supportive network for students with ADHD. By focusing on effective educational practices, this article highlights the importance of addressing ADHD in academic settings. Early intervention and tailored support not only improve academic performance but also foster the social and emotional development of students, enabling them to thrive both in and outside the classroom.

 

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Βιογραφικό Συγγραφέα

  • Hristina R. Fidosieva, Senior Lecturer, PhD, Faculty of Education, Department of Primary School Pedagogy, University of Veliko Tarnovo “St. Cyril and St. Methodius”, Veliko Tarnovo, Bulgaria

    Hristina R. Fidosieva is an Senior Lecturer PhD at the Faculty of Education, specializing in the field of special pedagogy. Her academic focus includes the education and support of children with special educational needs, with particular emphasis on neurodevelopmental disorders such as Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Fidosieva's research interests span inclusive education practices, development and implementation of individualized education plans (IEPs), teacher training, and the integration of assistive technologies to enhance learning outcomes for students with diverse abilities. She has published extensively in academic journals and presented at international conferences on topics related to special pedagogy and innovative educational strategies for students with special educational needs. Fidosieva is committed to advancing the understanding and application of evidence-based practices in the education of students with disabilities, ensuring equal access to quality education, and fostering collaboration among educators, families, and communities.

Αναφορές

Alexopoulou, A. & Batsou, A. (2023). Digital technologies for students with ADHD. International Journal of Science and Research Archive 9(2) Retrieved from http://dx.doi.org/10.30574/ijsra.2023.9.2.0555

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA, American Psychiatric Association. Retrieved from https://www.psychiatry.org/psychiatrists/practice/dsm

Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed.). New York: Guilford Press. https://www.guilford.com/books/Attention-Deficit-Hyperactivity-Disorder/Russell-Barkley/9781462538874

Castellanos, F. X., Sonuga-Barke, E. J. S., Milham, M. P., & Tannock, R. (2006). Characterizing cognition in ADHD: Beyond executive dysfunction. Trends in Cognitive Sciences, 10(3), 117-123. https://doi.org/10.1016/j.tics.2006.01.011

CDC (2024). Data and Statistics on ADHD. Retrieved from https://www.cdc.gov/adhd/data/index.html

Faraone, S. V., Biederman, J., & Mick, E. (2005). The age-dependent decline of attention deficit hyperactivity disorder: A meta-analysis of follow-up studies. Psychological Medicine, 35(2), 197-203. https://doi.org/10.1017/s003329170500471x

Tello, M & Argudo-Serrano, J. (2024). Teaching strategies for children with attention deficit hyperactivity disorder in English as foreign language classrooms. Resistances. Journal of the Philosophy of History, 5(9). Retrieved from http://dx.doi.org/10.46652/resistances.v5i9.143

Williams C, Wright B, Partridge I. (1999). Attention deficit hyperactivity disorder--a review. Br J Gen Pract. 1999 Jul; 49(444):563-71. Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC1313479/

Λήψεις

Δημοσιευμένα

2025-02-04

Τεύχος

Τόμ. 10 Αρ. 8 (2024)

Ενότητα

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