STUDY OF ADHD THROUGH MOTOR RHYTHM, LANGUAGE AND SOCIO-EMOTIONAL STUDIES IN CHILDREN WITH AND WITHOUT TYPICAL DEVELOPMENT
Abstract
This research study investigates the attitudes, perceptions, and teaching practices of primary education teachers regarding the support of students with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing a mixed-method approach, the study analyzes both quantitative and qualitative data from educators, focusing on the challenges they face, the instructional adaptations they implement, and the types of resources or training they identify as necessary. The findings reveal statistically significant differences and correlations among pedagogical practices, personal beliefs, and observed student behaviors, confirming the critical importance of appropriate teacher training, collaboration with specialists, and curriculum adaptation. Additionally, the results indicate that a higher level of teacher understanding of ADHD is associated with more frequent interventions and a more favorable evaluation of applied methods. The study links these outcomes to the theoretical literature on developmental disorders, educational psychology, and inclusive pedagogy, and it proposes directions for future research and institutional policy aimed at enhancing the educational support provided to students with ADHD.
Article visualizations:
Keywords
Full Text:
PDFReferences
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Retrieved from https://psychiatryonline.org/doi/book/10.1176/appi.books.9780890425596
Anagnostopoulos, D., & Karadima, V. (2015). Behavioral and emotional disorders in childhood. Athens: Typothito – G. Dardanos.
Barkley, R. A., Fischer, M., Smallish, L., & Fletcher, K. (2006). Young adult outcome of hyperactive children: Adaptive functioning in major life activities. Journal of the American Academy of Child & Adolescent Psychiatry, 45(2), 192–202. https://doi.org/10.1097/01.chi.0000189134.97436.e2
Charmpatsis, C., Sarris, D., Zaragas, H., & Papadimitropoulou, P. (2023). Case study: A psychoeducational intervention program in children with deafblindness. European Journal of Special Education Research, 9(1). https://doi.org/10.46827/ejse.v9i1.4704
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. New York: Basic Books.
Giannouli, V., Sarris, D., &Alexoudi, P. (2021). Anxiety disorders and the frequency of negative thoughts: A comparative study in children with and without special learning disabilities. European Journal of Special Education Research, 7(4), 143–168. http://dx.doi.org/10.46827/ejse.v7i4.4049
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Boston: Allyn and Bacon. Retrieved from https://books.google.ro/books/about/Learning_Together_and_Alone.html?id=lh8iAQAAIAAJ&redir_esc=y
Sarris, D. (2020). Learning difficulties – Developmental disorders: The role of children’s drawing and psychomotor development in children with and without typical development. Athens: Pedio.
Sarris, D. (2021). Disorders of written and oral language and communication in children with and without typical development: Clinical, neurodevelopmental, and psychoeducational evaluations. Athens: Pedio.
Sarris, D. (2024). Introduction to clinical child psychology and psychopathology: Cognitive and psychoanalytic approach: A psychoeducational intervention program: Addressing learning difficulties and learning problems through fairy tales and puppetry. Athens: Pedio.
Sarris, D., Charmpatsis, C., Katsarou, V., Mavropalias, T., Efthymiou, E., Travlos, K., ... &Papadimitropoulou, P. (2024). Developmental coordination disorder and social competence in preschool children. European Journal of Special Education Research, 10(6). https://doi.org/10.46827/ejse.v10i6.5504
Sarris, D., Kiriakos, T., Travlos, K., Siafaka, V., Skordilis, E., Christopoulou, F., ... &Thanou, E. (2024). Factors influencing the social-emotional behavior of children with autism: The influence of psychomotor clumsiness. European Journal of Special Education Research, 10(7). https://doi.org/10.46827/ejse.v10i7.5639
Slavin, R. E. (2014). Educational psychology: Theory and practice (10th ed.). Boston: Pearson. Retrieved from https://books.google.ro/books/about/Educational_Psychology.html?id=QZkRngEACAAJ&redir_esc=y
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD. Retrieved from https://books.google.ro/books/about/Educational_Psychology.html?id=QZkRngEACAAJ&redir_esc=y
UNESCO. (2017). A guide for ensuring inclusion and equity in education. Paris: United Nations Educational, Scientific and Cultural Organization. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000248254
Vrakas, G., Giannouli, V., & Sarris, D. (2022). Relation between self-concept–self-esteem of high school students with learning difficulties and participation in bullying. European Journal of Special Education Research, 8(4), 142–157. http://dx.doi.org/10.46827/ejse.v8i4.4478
Vrakas, G., Giannouli, V., Pavlidis, G., & Sarris, D. (2022). Victimization of students with learning disabilities or ADHD (Attention Deficit Hyperactivity Disorder). European Journal of Special Education Research, 8(4), 115–129. Retrieved from http://dx.doi.org/10.46827/ejse.v8i4.4472
Zentall, S. S. (2005). Theory- and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42(8), 821–836. Retrieved from https://doi.org/10.1002/pits.20114
DOI: http://dx.doi.org/10.46827/ejse.v11i4.6178
Copyright © 2015 - 2026. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.
All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).