Adaptation strategies of children with ADHD to the educational process 1875
, PhD in Psychology, Associate Professor, Educational Psychology, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
This article contains an overview of foreign works on adaptation of children with ADHD to school. The studies reviewed a number of topics that can be grouped as follows: part of them deals with the detailed study of social, pedagogical and psychological problems of children with ADHD; others, focused on medical aspects of ADHD like using psychostimulant, discusses the feasibility and effectiveness of such treatment and related risks. In this article we have focused on studies that have pronounced psycho-pedagogical aspect, i.e. the ones, examining the factors contributing to the success of the adaptation of children with ADHD to schooling and providing specific guidance on the various sides of the educational process (teaching children skills of self-organization, effective classroom environment, teaching compensating skills to children with ADHD, effective ways of presentation and testing of knowledge). The described strategy relied mainly on behavioral techniques that have proven to be quite effective in the process of correcting behavioral and educational problems of children with ADHD
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