Educação e sua Importância no Processo de Inclusão de Crianças com TDAH: Inquietações a serem enfrentadas no Ensino Regular / Children with ADHD: Concerns to be Faced in Regular Education

Resumo: O intuito da pesquisa foi conhecer a importância da educação de acordo com o processo de inclusão, o que afirmam os pesquisadores acerca do Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Quanto ao processo metodológico, foi realizada pesquisa bibliográfica com abordagem qualitativa e estudo de caso com entrevista semiestruturada. Os efeitos apontaram as dificuldades de adaptação por conta da falta de qualificação específica dos professores no ensino regular, falta de conhecimento por parte das famílias, dificuldades de aprendizagens e deficiência quanto à equidade no ensino. Concluiu-se que a educação inclusiva ainda está se moldando e se adaptando, seja na sociedade ou nas políticas públicas. Ao mesmo tempo em que parte da dificuldade de aprendizagem desses alunos com necessidades especiais, é dos pais sem informação adequada e os profissionais da educação, como também a sociedade e a comunidades escolares sem nenhuma formação ou informações adequadas. Palavras-chave: Ensino-aprendizagem. Inclusão. Transtorno de Déficit de Atenção e Hiperatividade. Capacitação. __________________________ Abstract: The purpose of the research was to know the importance of education according to the inclusion process, which researchers claim about Attention Deficit Hyperactivity Disorder (ADHD). As for the methodological process, a bibliographical research was carried out with a qualitative approach and a case study with semi-structured interview. The effects pointed out the difficulties of adaptation due to the lack of specific qualification of teachers in regular education, lack of knowledge on the part of families, learning difficulties and deficiencies in terms of equity in education. It was concluded that inclusive education is still shaping and adapting, whether in society or in public policies. While part of the learning difficulty of these students with special needs is parents without adequate information and education professionals, as well as society and school communities without any training or adequate information. Keywords: Teaching-learning. Inclusion. Attention Deficit Hyperactivity Disorder. Training.

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Working With Attention-Deficit Disorder, Attention-Deficit/Hyperactivity Disorder, and Twice-Exceptional Students

Advances in Early Childhood and K-12 Education - Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice ◽

10.4018/978-1-5225-3111-1.ch003 ◽

2018 ◽

pp. 75-92

Author(s):

Pam L. Epler

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

General Education ◽

Inclusive Education ◽

Attention Deficit ◽

Attention Deficit Disorder ◽

Exceptional Students ◽

Students With Special Needs ◽

Twice Exceptional ◽

Hyperactivity Disorder ◽

Disability Categories

As part of inclusive education, teachers are likely to see two other categories of students with special needs that do not specifically fit into one of the 13 disability categories under IDEA: (a) students diagnosed with attention-deficit disorder (ADD)/attention-deficit/hyperactivity disorder (ADHD), and (b) twice-exceptional students. Both of these categories of students warrant individual attention in the discussion of inclusive education. Thus, this chapter provides an overview of ADD/ADHD and twice-exceptional students, discusses how these categories connect with IDEA, and presents important information for teachers working with ADD/ADHD and twice-exceptional students in inclusive classrooms. Specific research-based strategies that general education teachers can use to educate these students as well as resources for gaining further information are included.

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Learning to Teach Students With Attention Deficit Hyperactivity Disorder

Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5085-3.ch015 ◽

2018 ◽

pp. 319-338

Author(s):

Daniela-Maria Cretu

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Secondary School Teachers ◽

Disabled Persons ◽

Training Experience ◽

Instructional Unit ◽

Face To Face ◽

Hyperactivity Disorder ◽

Regular Classrooms ◽

Teaching Learning

The presence of special needs students in regular classrooms makes it difficult for teachers to manage the situation, especially since in Romania the initial teacher-training curriculum doesn't include a class addressing the issue. This chapter talks about the teaching, learning, and evaluation experiences offered by an instructional unit on the subject of ADHD for over 700 primary and secondary school teachers from all areas of expertise. The purpose of this unit was to increase the teachers' knowledge and understanding of students with attention deficit hyperactivity disorder (ADHD) in an educational frame. This chapter presents content elements, learning, and assessment activities that the participants proposed and implemented during the work sessions: both face to face and online. The authors mention that this training experience was part of a larger project called “e-Mentor: Developing ITC Skills and Educational Mentor-ship of Disabled Persons, for Teachers” implemented by “Lucian Blaga” University of Sibiu.

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Understanding Discipline in Families of Children with Attention-Deficit/Hyperactivity Disorder: A Structural Equation Model

The Spanish Journal of Psychology ◽

10.1017/s1138741600001876 ◽

2009 ◽

Vol 12 (2) ◽

pp. 496-505 ◽

Cited By ~ 7

Author(s):

Ana Miranda ◽

Dolores Grau ◽

Jesús Rosel ◽

Amanda Meliá

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Parenting Stress ◽

Attention Deficit ◽

Structural Equation ◽

Structured Interview ◽

Stress Index ◽

Equation Modeling ◽

Parental Discipline ◽

Hyperactivity Disorder ◽

Parent Domain

One hundred and fifty-five mothers of children with attention deficit/hyperactivity disorder (ADHD) completed a semi-structured interview, the Parenting Stress Index Questionnaire (Abidin, 1990), to evaluate parenting stress. The Parenting Scale (Arnold, O'Leary, Wolff & Acker, 1993) was also administered to measure dysfunctional discipline strategies. Structural equation modeling was used to test a model in which the independent variables were the Child's Characteristics and the Socio-Educational Status of his or her family; intermediate variables were Parenting Stress concerning the Child Domain and concerning the Parent Domain; and the dependent variable was Parental Discipline. The results confirm our hypotheses. Interventions in these families should therefore incorporate a component focused on Parenting Stress (in both the Child Domain and the Parent Domain), as a determinant of Parental Discipline.

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Anxiety disorders in an attention-deficit/hyperactivity disorder clinical sample

Arquivos de Neuro-Psiquiatria ◽

10.1590/s0004-282x2005000300008 ◽

2005 ◽

Vol 63 (2b) ◽

pp. 407-409 ◽

Cited By ~ 21

Author(s):

Isabella Souza ◽

Maria Antônia Pinheiro ◽

Paulo Mattos

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Anxiety Disorder ◽

Anxiety Disorders ◽

Children And Adolescents ◽

Attention Deficit ◽

Clinical Sample ◽

Structured Interview ◽

Separation Anxiety Disorder ◽

Clinical Samples ◽

Hyperactivity Disorder

OBJECTIVE: To evaluate the prevalence of anxiety disorders in a clinical referred sample of children and adolescents with attention deficit/hyperactivity disorder (ADHD). METHOD: 78 children and adolescents with ADHD according to DSM-IV criteria were investigated with a semi-structured interview (P-CHIPS), complemented by clinical interviews with the children or adolescents and their parents. Their IQ was calculated with neuropsychological testing. RESULTS: A high prevalence of anxiety disorders (23.05%) was found in the sample. Generalized anxiety disorder was the most prevalent disorder (12,8%), followed by social phobia (3,84%) and separation anxiety disorder (3,8%). Two children showed more than one anxiety disorder. CONCLUSION: Children and adolescents with ADHD seem to be more prone to have comorbid anxiety disorders, at least in clinical samples referred to specialized units.

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Stimulant medication in ADHD: what do children and their parents say?

Irish Journal of Psychological Medicine ◽

10.1017/s0790966700008715 ◽

2005 ◽

Vol 22 (1) ◽

pp. 5-9 ◽

Cited By ~ 5

Author(s):

Catherine McElearney ◽

Carol Fitzpatrick ◽

Niamh Farrell ◽

Mary King ◽

Bryan Lynch

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Side Effects ◽

Attention Deficit ◽

Stimulant Medication ◽

Medication Compliance ◽

Structured Interview ◽

Hyperactivity Disorder ◽

Study Population ◽

Children’S Views

AbstractObjectives: The prescription of stimulant medication to children with attention deficit hyperactivity disorder remains topical. Few reports target children's views about taking long-term medication. The aim was to assess child and parent views of stimulant medication. To compare attitudes to medication between two groups of children, those with attention deficit hyperactivity disorder taking stimulant medication and those with epilepsy taking anti-epileptic medication.Method: Forty children (n = 40) with attention deficit hyperactivity disorder on stimulant medication, and 40 children (n = 40) with epilepsy on anti-epileptic medication formed the study population. A semi-structured interview was carried out with each child and parent. Each parent completed the Dosage and Side-effects Questionnaire and the Attitude to Medication Questionnaire. Each child completed the Attitude to Medication Questionnaire.Results: Sixty per cent of children (n = 24) with attention deficit hyperactivity disorder and 62.5% (n = 25) of those with epilepsy knew the name and purpose of their medication. Forty per cent (n = 16) of children in the stimulant group and 32.5% (n = 13) in the anti-epileptic group reported themselves as being non-compliant with medication. In both groups children reported positive aspects to taking medication. More children with epilepsy reported negative aspects. Only 32.5% (n = 13) of children with attention deficit hyperactivity disorder said that they would tell a friend about their medication, while 55% (n = 22) of the children with epilepsy indicated that they would do so. In both groups parents were better informed than their children were about the purpose of the medication. Parents of children with attention deficit hyperactivity disorder tended to be more positive about medication than their children and than the parents in the comparison group.Conclusions: The majority of children and their parents express positive views about the stimulant medication. Children's views about medication compliance and side-effects should be sought, as they may differ significantly from those of their parents. Where parents have noticed positive changes, but children have not, this information can be used therapeutically to help children feel more in control of their behaviour.

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Motor Vehicle Driving Competencies and Risks in Teens and Young Adults with Attention Deficit Hyperactivity Disorder

PEDIATRICS ◽

10.1542/peds.98.6.1089 ◽

1996 ◽

Vol 98 (6) ◽

pp. 1089-1095

Author(s):

Russell A. Barkley ◽

Kevin R. Murphy ◽

Denise Kwasnik

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Young Adults ◽

Attention Deficit ◽

Adult Adhd ◽

Motor Vehicle ◽

Structured Interview ◽

Actual Performance ◽

Simulated Driving ◽

Hyperactivity Disorder ◽

Motor Vehicle Driving

Purpose. To evaluate the motor vehicle driving knowledge, skills, and negative driving outcomes of older teens and young adults with attention deficit hyperactivity disorder (ADHD). Location. A university medical center clinic for adult ADHD. Subjects. A total of 25 young adults with ADHD and 23 young adults without ADHD 17 to 30 years old drawn from the community and equated for age, gender, and educational level. Measures. Structured interview, behavior ratings by self and others, video test of driving knowledge, computer simulated driving test, and official motor vehicle records. Results. ADHD young adults were cited more often for speeding, were more likely to have had their licenses suspended, were involved in more crashes, were more likely to have had crashes causing bodily injury, and were rated by themselves and others as using poorer driving habits. Official driving records corroborated these negative outcomes. Although no group differences in driving knowledge were evident, young adults with ADHD had more crashes, scrapes, and erratic steering during the computer-simulated driving test than did the control subjects. Conclusions. Findings supported previous research suggesting that greater driving risks are associated with ADHD and suggested that ADHD does not interfere with driving knowledge so much as with actual performance (motor control) during vehicle operation.

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Do parents of children with attention-deficit/hyperactivity disorder (ADHD) receive adequate information about the disorder and its treatments? A qualitative investigation

Patient Preference and Adherence ◽

10.2147/ppa.s60164 ◽

2014 ◽

pp. 661 ◽

Cited By ~ 13

Author(s):

Rana Ahmed ◽

Jacqueline Borst ◽

Yong Wei ◽

Parisa Aslani

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Qualitative Investigation ◽

Hyperactivity Disorder ◽

Adequate Information

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Views of parents regarding the services provided to the students with attention deficit hyperactivity disorder

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v14i3.4327 ◽

2019 ◽

Vol 14 (3) ◽

pp. 445-456

Author(s):

Serife Senay Ilik

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Attention Deficit ◽

Primary Schools ◽

Great Majority ◽

Healthcare Services ◽

Training Programme ◽

Structured Interview ◽

Survey Method ◽

Or Education ◽

Hyperactivity Disorder

This study adopted a descriptive survey method to investigate the views of parents on education and healthcare services provided to the children with attention deficit hyperactivity disorder (ADHD) and help them explain their views in their own words. The sample was composed of 25 parents of children diagnosed with ADHD, who were attending primary schools in Konya city center. A semi-structured interview form was used for parent interviews. The data were analysed through content analysis. The results revealed that according to the parents’ views, the service provided to the children mostly included either healthcare or education services, but a very little number of children received both services. The great majority of the families stated that the medicines that their children were prescribed increased their attention; however, negatively affected their social development. The parents expressed their opinion that a training programme for parents should be arranged and multimodal interventions should be provided. Keywords: Education, healthcare, attention deficit, hyperactivity disorder.

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Childhood attention deficit/hyperactivity disorder in adults with anxiety disorders

Psychological Medicine ◽

10.1017/s0033291798007697 ◽

1999 ◽

Vol 29 (3) ◽

pp. 515-525 ◽

Cited By ~ 53

Author(s):

C. MANCINI ◽

M. VAN AMERINGEN ◽

J. M. OAKMAN ◽

D. FIGUEIREDO

Keyword(s):

Attention Deficit Hyperactivity Disorder ◽

Anxiety Disorders ◽

Attention Deficit ◽

Adult Adhd ◽

Rating Scale ◽

Structured Interview ◽

Retrospective Diagnosis ◽

Hyperactivity Disorder ◽

Co Morbidity ◽

Symptom Overlap

Background. Previous research has reported co-morbidity between attention deficit hyperactivity disorder (ADHD) and anxiety disorders. Interpretation of these findings is complicated by symptom overlap in the clinical presentation of the disorders. We estimate the prevalence of ADHD in both the current and childhood histories of adults with anxiety disorders, while taking symptom overlap into account. We also evaluate the utility of the Wender Utah Rating Scale (WURS) for retrospective reporting of ADHD.Methods. Consecutive admissions (N=149) to an anxiety disorders clinic were given a diagnostic and psychometric assessment. The WURS was administered to obtain a retrospective diagnosis of childhood ADHD. Twenty-nine of the 35 people surpassing the cut-off score on the WURS were given a structured interview of adult ADHD symptoms.Results. The WURS contains many ‘internalizing’ items that may inflate retrospective accounts of ADHD. After taking this into account, there is still a significantly higher prevalence of ADHD in the retrospective reports of adults with anxiety disorders (15%) than would be expected by chance (4%). Furthermore, of those who meet retrospective criteria for ADHD, 45% (13 of 29) continue to meet diagnostic criteria for ADHD as adults.Conclusions. The WURS may require considerable revision for use with clinical populations. In spite of these difficulties with retrospective assessment, available evidence indicates that ADHD is more prevalent in the histories of anxiety disordered patients than would be expected from base rates.

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