Postupci učitelja u radu s djecom s ADHD-om

master's thesis

• Title (english): Procedures of Teacher's Work with Students with ADHD
• Author: Kristina Palić
• Mentor: Tomislava Vidić (mentor)
• Committee member: Irena Klasnić (predsjednik povjerenstva)
• Committee member: Marina Đuranović (član povjerenstva)
• Committee member: Tomislava Vidić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2023-09-04, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences; Behavioral Disorders

Abstract

ADHD je teškoća u razvoju koja pogađa 3-5% djece što implicira da svaki razred pohađa barem jedno dijete s ovim poremećajem. Ovaj podatak ukazuje na činjenicu kako se svaki učitelj u svojem radu susreće s djecom s ADHD-om, što zahtjeva educiranost o samoj teškoći i prilagodbu načina podučavanja. Educiranost uključuje znanja o simptomatologiji, etiologiji i terapiji ADHD-a koji pomažu učitelju da razumije poremećaj i uskladi svoja očekivanja s djetetovim mogućnostima. Nadalje, učitelju su potrebna saznanja o postupcima u nastavi koji pomažu djetetu da prevlada svoje teškoće izazvane poremećajem i ostvari svoj obrazovni potencijal.
Cilj ovoga rada je istražiti kako učitelji u nastavi postupaju s djecom s ADHD-om te ispitati s kojim se poteškoćama ova djeca susreću tijekom svojeg školovanja. U istraživanju se koristila metoda polustrukturiranog intervjua s petnaestogodišnjim dječakom koji se prisjećao kako je izgledalo njegovo funkcioniranje u nastavi od prvog do četvrtog razreda osnovne škole te postupaka svojih učiteljica razredne nastave.
Rezultati istraživanja pokazuju da dijete s ADHD-om slabije funkcionira u nastavi u odnosu na svoje vršnjake. To se odnosi na teže praćenje nastave s obzirom na ometajuće učinke simptoma nepažnje koji uključuju nemogućnost koncentracije, nerazumijevanje zadataka i „zabavljanje“ vlastitim mislima tijekom sata. Nadalje, dijete je ometeno simptomima hiperaktivnosti kroz osjećaj fizičkog nemira koji ga preplavljuje i onemogućuje mu da se bavi ičime osim stišavanjem tog nemira što utječe na njegovo praćenje nastave. Odnosi djeteta s vršnjacima su oskudni i svode se na jednog do dva prijatelja iz razreda s kojima interakcija traje jedino dok traje i nastava te se ne nastavlja izvan škole. Kako je dijete spletom okolnosti u razrednoj nastavi imalo tri učiteljice, može se uočiti razlika u postupcima u nastavi i načinu ophođenja s djetetom. Postupci učiteljica utječu na djetetov osjećaj prihvaćanja i motiviranost za pohađanjem nastave.
Zaključak koji proizlazi iz istraživanja je kako postupci učitelja u nastavi utječu na djetetovo praćenje nastave i rad, a izostanak učinkovitih postupaka individualizacije nastave dovodi do djetetovog osjećaja neuspjeha i niskog samopouzdanja.

Abstract (english)

ADHD is a developmental disability that affects 3-5% of children, which suggests that every class has at least one child with this disorder. The data suggests that every teacher will encounter children with ADHD in their work. For the teachers, dealing with ADHD requires education and adaptability in their teaching procedures. Education includes knowledge about the symptomatology, etiology and therapy of ADHD, and it may help the teachers achieve a fuller understanding of the disorder and align their expectations with the child's capabilities. Furthermore, teachers need knowledge about teaching methods that help the child overcome the difficulties caused by the disorder and achieve their educational potential.
The aim of this paper is to investigate how teachers deal with children with ADHD in the context of the classroom, as well as to examine what are the difficulties these children encounter throughout their education. The research used the method of a semi-structured interview with a fifteen-year-old boy who recalled his own experiences, as well as the methods employed by his teachers in the context of classroom, from the first to the fourth grade of elementary school.
The results of the research shows that compared to his peers a child with ADHD functions less well in a class context. This refers to difficulties in following lessons, caused by the disruptive effects of symptoms of inattention. These symptoms include inabilities to concentrate, to understand tasks and being lost in his own thoughts during the lessons. Furthermore, the child’s attention is disrupted by symptoms of hyperactivity which manifest as feelings of physical restlessness that overwhelm the child and prevent him from doing anything other than working to quiet that restlessness. The child’s relationship with his peers is scarce – limited to one or two friends from his class. Even when the social interactions are present, they last only while classes are in progress and do not continue outside of school. Due to a combination of circumstances, the child had three different female teachers during his time in elementary school. This means that observations can be made about the different procedures of teaching and interacting with the child. The teacher's actions
have a significant impact on the child's feeling of acceptance and his motivation to attend classes.
The conclusion that emerges from this research is that the teacher's actions in class affect both the child's monitoring of lessons and his work. The absence of effective procedures of individualized teaching leads to feelings of failure as well as a low level of self-confidence.

• Keywords: ADHD; djeca s poteškoćama u razvoju; postupci učitelja u nastavi; poteškoće u funkcioniranju
• Keywords (english): ADHD; children with developmental disabilities; functioning difficulties; teacher's actions in class
• Language: croatian
• URN:NBN: urn:nbn:hr:147:145054
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-01-09 10:43:20