STUDY OF ADHD THROUGH MOTOR RHYTHM, LANGUAGE AND SOCIO-EMOTIONAL STUDIES IN CHILDREN WITH AND WITHOUT TYPICAL DEVELOPMENT

##article.authors##

  • Dimitrios Sarris Associate Professor of Special Education-Developmental Disorders, Director of the Laboratory of Special and Curative Education, Pedagogical Department of Early Childhood Education, University of Ioannina, Epirus, Greece
  • Georgia Lagkadinou Postgraduate Student, Department of Preschool Education, University of Ioannina, Epirus, Greece
  • Panagoula Papadimitropoulou PhD, Science of Education, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Patras, Greece
  • Zaragas Harilaos Professor at the University of Ioannina, Director of the Pedagogical and Teaching Methodology Laboratory, Department of Preschool Education, University of Ioannina, Epirus, Greece

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https://doi.org/10.46827/ejse.v11i4.6178

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ADHD##common.commaListSeparator## teachers##common.commaListSeparator## instructional adaptations##common.commaListSeparator## collaboration with specialists##common.commaListSeparator## curriculum adaptation##common.commaListSeparator## teacher attitudes##common.commaListSeparator## educational support##common.commaListSeparator## inclusive education##common.commaListSeparator## psychoeducational intervention##common.commaListSeparator## primary education

##article.abstract##

This research study investigates the attitudes, perceptions, and teaching practices of primary education teachers regarding the support of students with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing a mixed-method approach, the study analyzes both quantitative and qualitative data from educators, focusing on the challenges they face, the instructional adaptations they implement, and the types of resources or training they identify as necessary. The findings reveal statistically significant differences and correlations among pedagogical practices, personal beliefs, and observed student behaviors, confirming the critical importance of appropriate teacher training, collaboration with specialists, and curriculum adaptation. Additionally, the results indicate that a higher level of teacher understanding of ADHD is associated with more frequent interventions and a more favorable evaluation of applied methods. The study links these outcomes to the theoretical literature on developmental disorders, educational psychology, and inclusive pedagogy, and it proposes directions for future research and institutional policy aimed at enhancing the educational support provided to students with ADHD.

 

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##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    Sarris Dimitrios, Associate Professor, Department of Preschool Education, University of Ioannina, Greece.

    Email: dsarris@uoi.gr

  • ##submission.authorWithAffiliation##

    Lagkadinou Georgia, postgraduate student, Department of Preschool Education, University of Ioannina, Greece.

    Email: georgia.lagadinou@gmail.com

  • ##submission.authorWithAffiliation##

    Papadimitropoulou Panagoula, Teaching Professor in Developmental Psychology, School of Pedagogical and Technological Education, Patra, Greece.

    Email: yioulipapad@gmail.com

  • ##submission.authorWithAffiliation##

    Zaragas Harilaos, Professor, Department of Preschool Education, University of Ioannina, Greece.

    Email: hzaragas@uoi.gr

##submission.citations##

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2025-08-03

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##issue.vol## 11 ##issue.no## 4 (2025)

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