scholarly journals فاعلیة برنامج تدریبى سلوکى مستخدم الریاضة الدماغیة لخفض اضطراب نقص الانتباه المصحوب بالنشاط الزائد لتلامیذ المرحلة الأبتدائیة ذوى صعوبات التعلم الأکادیمیة The effectiveness of a behavioral training program used brain gym to reduce attention deficit disorder accompanied by hyperactivity in primary school student with academic learning difficulties.

2020 ◽  
Vol 39 (2) ◽  
pp. 623-762
Author(s):  
هانى فؤاد سید محمد سلیمان ◽  
سارة عاصم ریاض
Keyword(s):  
Primary School ◽  
Training Program ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Learning Difficulties ◽  
Academic Learning ◽  
Behavioral Training ◽  
Brain Gym ◽  
Primary School Student

Preventive Intervention: Preschoolers At-risk for Learning Difficulties

1994 ◽  
Vol 18 (2) ◽  
pp. 11-20
Author(s):  
Ayshe Talay-Ongan
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Preventive Intervention ◽  
Learning Difficulties ◽  
Language Disorders ◽  
Early Childhood Educators ◽  
Academic Learning

The paper reviews various conditions which are associated with learning difficulties such as attention deficit disorder, hyperactivity, and developmental language disorders, contending that many of these processes are developmental in nature and hence can be traced to early childhood years. The significance of “potential”; academic learning difficulties is stressed and role of preventive intervention as a model of ongoing practice for early childhood educators is proposed.

scholarly journals Knowledge and Misperception of Attention Deficit Hyperactivity Disorder (ADHD) among the Primary School Teachers of Vadodara District, Gujarat, India

2021 ◽  
pp. 1-7
Author(s):  
Anupsinh H Chhasatia ◽  
Lakhan R Kataria ◽  
Induben R Kataria
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Attention Deficit ◽  
Private School ◽  
Attention Deficit Disorder ◽  
Explicit Knowledge ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder ◽  
Significant Difference

Background and Aim: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed psychiatric disorders of childhood. Teachers can play a key role in identifying and supporting students with ADHD. In order to fulfill this important role, teachers must have explicit knowledge about ADHD. Teachers are seen as one of the most valuable sources of information concerning the referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social, and emotional success for children with ADHD. This study was aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in the Vadodara district of Gujarat, India. Materials & Methods: Total 491 school teachers participated in the study. The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data. Descriptive statistics and correlation tests were used to analyze the data. Result: Results indicated that teachers’ knowledge of ADHD was insufficient. A significant difference in knowledge was found between Urban & Rural (0.00429); Gujarati & English medium school teachers (p=0.0013); Government & private school teachers (p=0.001). Conclusion: Lack of knowledge & prevalence of misperception is obvious in primary school teachers who are the first responders of such patients (kids). Improving teachers’ standards & understanding can help significantly in early diagnosis & improving the outcome.

COOPERATION BETWEEN PARENTS AND PRIMARY SCHOOL TEACHERS IN OVERCOMING THE READING DIFFICULTIES OF PUPILS WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER IN PRIMARY CLASSES

2018 ◽  
pp. 27-33
Author(s):  
I. Klanienė ◽  
G. Šmitienė ◽  
E. Banienė
Keyword(s):  
General Education ◽  
Primary School ◽  
Inclusive Education ◽  
Attention Deficit ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Key Factors ◽  
School Teachers ◽  
Primary School Teachers ◽  
Hyperactivity Disorder

Nowadays general education schools are increasingly focusing on the development of inclusive education ideas through a variety of social pedagogical assistance measures. Pupils with attention deficit and hyperactivity disorder (ADHD) in primary classes face with learning difficulties (most often with difficulties in reading), often have problems with socialization as well as difficulties in communicating with their peers. Cooperation between parents and primary school teachers in coping with learning difficulties is one of the key factors of effective social pedagogical assistance. The article analyzes the data of qualitative research which reveals the peculiarities of educational difficulties of social pedagogical cooperation, while helping to overcome difficulties (reading) of pupils with ADHD: content, forms and conditions of assistance from parents.

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