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National Repository of Grey Literature 2 records found  Search took 0.00 seconds. 
Integration of ADHD children in preschool age
 HRDLIČKOVÁ, Lucie
ADHD Syndrome represents an attention disorder linked to hyperactivity taking shape since early childhood. The main aim is a description of the ADHD syndrome in children at pre-school age, and identification of whether it is or is not beneficial. One main research question is posed: Is integration of children with ADHD at pre-school age beneficial? Further, three other partial questions are posed: Is integration with the suport of a teaching assistant beneficial to the student? Is integration of children with ADHD beneficial to their classmates? Are teachers working with children informed enough about ADHD? The practical part of this bachelor thesis is processed using qualitative research method together with a group of teaching assistants having experience educating children with ADHD syndrome, implemented via the technique of a semi-structured interview. The first part of interviews is focused on the general data about informants. The second part is focused on the benefits of integrating children with ADHD at pre-school age. Questions in the third part are related to the benefits of integration of children with ADHD with the support of a teaching assistant. The fourth part of the interview is oriented toward the benefits of ADHD child integration for other students, and the last part is focused on teachers´ awareness about ADHD syndrome. Interviews are analysed and synthesised. The thesis reaches the following finding: the benefits of integrating children with ADHD cannot be unequivocally evaluated, while the benefits of integration with teaching assistant support can be evaluated as unequivocally positive. Integration benefits for classmates cannot be unequivocally evaluated. Further, the thesis finds out that teachers are not informed enough about ADHD syndrome.
Detailed record
Integration of ADHD children in preschool age
 HRDLIČKOVÁ, Lucie
ADHD Syndrome represents an attention disorder linked to hyperactivity taking shape since early childhood. The main aim is a description of the ADHD syndrome in children at pre-school age, and identification of whether it is or is not beneficial. One main research question is posed: Is integration of children with ADHD at pre-school age beneficial? Further, three other partial questions are posed: Is integration with the suport of a teaching assistant beneficial to the student? Is integration of children with ADHD beneficial to their classmates? Are teachers working with children informed enough about ADHD? The practical part of this bachelor thesis is processed using qualitative research method together with a group of teaching assistants having experience educating children with ADHD syndrome, implemented via the technique of a semi-structured interview. The first part of interviews is focused on the general data about informants. The second part is focused on the benefits of integrating children with ADHD at pre-school age. Questions in the third part are related to the benefits of integration of children with ADHD with the support of a teaching assistant. The fourth part of the interview is oriented toward the benefits of ADHD child integration for other students, and the last part is focused on teachers´ awareness about ADHD syndrome. Interviews are analysed and synthesised. The thesis reaches the following finding: the benefits of integrating children with ADHD cannot be unequivocally evaluated, while the benefits of integration with teaching assistant support can be evaluated as unequivocally positive. Integration benefits for classmates cannot be unequivocally evaluated. Further, the thesis finds out that teachers are not informed enough about ADHD syndrome.
Detailed record

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