Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.14/4699
Título: Intervention in Learning Difficulties with children with Attention Deficit Hyperactivity Disorder (ADHD) at Primary School: A North of Portugal Research
Autor: Leal, Maria
Palavras-chave: Attention Deficit Hyperactivity Disorder (ADHD)
Attention Deficit
Learning Barriers
Educational Strategies of Intervention in the classroom
Data: 2010
Editora: IASK - International Association for the Scientific Knowledge
Citação: LEAL, Maria - Intervention in Learning Difficulties with children with Attention Deficit Hyperactivity Disorder (ADHD) at Primary School: A North of Portugal Research. In Teaching and Learning 2010: Advances in Teaching and Learning Research, Sevilha, Spain, 29 November-1 December. Proceedings of the IASK International Conference. [S.l.] : E-Activity and Leading Technologies & InterTIC, 2010. ISBN: 978-989-8295-05-7. 8 p.
Resumo: This article is based on a Teachers Training Programme involving Primary School teachers who has students with Attention Deficit Hyperactivity Disorder (ADHD) and it describes a part of the research dissertation on the course of PhD degrees in Science Education in the Catholic University in Porto, Portugal. The aim of our research is based on testing an approach, both training and acceptable involving teachers with ADHD in their classrooms, focusing in the identification of the barriers connected with ADHD, plus teaching methods, strategies and instructional management of practical use and concerning the intervention on barriers resulting from the attention deficit such as reading, writing, maths and oral speech. The research involved 20 teachers and 20 children of Primary School in 19 schools of the north of Portugal and it occurred between November 2009 and February 2010.The method used was the Investigation-action which appeared to be useful in the intervention with ADHD children trough the effective use of the acquired knowledge, reflection, evaluation and reformulation of teaching methods. The results of this intervention revealed to be successful, because ADHD children performance showed a progress in the barriers connected with attention deficit and the achievements in reading, writing, maths and oral speech.
Peer review: yes
URI: http://hdl.handle.net/10400.14/4699
Aparece nas colecções:FEP - Artigos em actas / Papers in proceedings

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