School Functioning and Experience of the School Environment by Students with ADHD

Autor/inn/en	Krtkova, Ruzena; Krtek, Arnost; Pesoutova, Marketa; Meier, Zdenek; Tavel, Peter; Trnka, Radek
Titel	School Functioning and Experience of the School Environment by Students with ADHD
Quelle	In: European Journal of Special Needs Education, 38 (2023) 5, S.614-628 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trnka, Radek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2145687
Schlagwörter	Students with Disabilities; Attention Deficit Hyperactivity Disorder; Educational Environment; Early Adolescents; Foreign Countries; Interpersonal Relationship; Teaching Methods; Parent School Relationship; Friendship; Teacher Role; Coping; Student Attitudes; Inclusion; Parenting Styles; Teacher Characteristics; Czech Republic + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Freundschaft; Lehrerrolle; Bewältigung; Schülerverhalten; Inklusion; Tschechische Republik
Abstract	An increasing number of recent studies in the field of special needs education have recognised the importance of factors supporting school preparation and inclusion of students with attention-deficit/hyperactivity disorder (ADHD). Recent studies have also highlighted the need for further detailed investigation of the lived school experience in clinical samples of ADHD students. Therefore, the goal of this qualitative study was to explore the factors that ADHD students perceived as supportive for their school functioning. The sample consisted of 20 students with ADHD from the Czech Republic, aged 12 to 14 years. Thematic analysis of the interviews with ADHD students revealed the following supportive factors for effective functioning and inclusion of ADHD students at school: parenting style respecting the special needs of ADHD students, close friendship of ADHD students with their peers, openness and warmth of the teachers, practical teachers' and parents' interventions tailored to the strengths of ADHD students and ADHD students' own effort to manage ADHD manifestations at school. Based on these findings, several practical recommendations and implications are formulated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01