Inclusion Of Students Diagnosed With Adhd In Regular Schools

Inclusion of students diagnosed with ADHD in regular schools

This research aims to identify how teachers have influenceThe expectations of a regular school teacher about students diagnosed with ADHD?

For the scope and achievement of the results, it is necessary, to identify the factors associated with the training of expectations that people experience, in this case, of regular basic education teachers, with the duty to address the education of students diagnosed with ADHD, in their school spaces.

Next, the main findings obtained in this investigation are discussed, which can be deduced, with the confirmation of the theoretical assumption;The expectations that a teacher has about a student diagnosed with ADHD negatively influence the student, and this, in turn, has an impact on the level of academic use and interest in the study.

It is evident to highlight that, for teachers of this study, the lack of training and deep knowledge, for the attention and teaching of students with special educational needs in regular schools, are the main factors, which condition and prevent the proper development of theTeaching practice, which, in turn, leads to the distortion or loss of the teaching ideal, since, the role they play in the classroom, at the time of serving students with Nee, is ambiguous.

Regarding the lack of training and training of teachers in special education, perhaps, perhaps, it is because it is considered that the training of this is an independent specialization to the education or pedagogy program, being that, it must be seen in the same way, because of the end, the people who choose to study these programs, intend, from the beginning, to be in front of a group of students teaching, even so, when they have not even had an approach to the subject of Special Education.

It is important to recognize that the fact of studying in teachers training institutions, such as normal schools, autonomous, technological universities, etc., It is no reason to excuse the institution, the lack of training in the disciplinary field of special education, since, are social programs aimed at the field of education, which means that each of the programs, considersThe special education discipline as some of its training matters. Therefore, it is necessary to ratify that the responsibility falls only to the teaching professional, because it is who should show the ability and initiative, to continue learning from special education, in order to enrich and achieve the ideal of their teaching practice.

Likewise, it is mentioned that the teaching ideal is that professional who is able to dominate and relate the foundations and purposes of special and regular education, as well as that which promotes educational integration, cares about the education ofAll students demonstrates interest to favor students learning, and propitious continuous improvement of the institution where they carry out their work, for the improvement of education and teaching-learning processes.

From the analysis of the results of this study, it can be affirmed that the training and training needs of teachers, since, during field work, it is very remarkable, that teachers have vague knowledge about the disorder, byWhat they do not feel sufficiently prepared to attend students with ADHD in their classroom, without evidencing or neglecting others.

By counting teachers with little information, about treated disorder, they make their action irreverent, since, by partially or totally ignoring this condition, teachers act and evaluate students, so they demonstrate during their stay in classes,which denotes, that teachers also remain in a traditionalist position, which in turn generates a distortion of the teaching function with the current reality, since the actions they take, are not entirely, humanists, apart from the fact thatNor are they considering the individual needs of students, so they tend to continue with homogeneous evaluations.

A frequent error, in terms of evaluation, is when teachers compare students, that is, when they take a regular student to evaluate a student with ADHD, in this case.

On the other hand, teachers are aware of the strengths and weaknesses that characterize them both personally and professionally, so they know and recognize, that they need a constant training and support to be able to comply, not only with public policy but to improve theeducational environments.

However, despite having good intentions of wantingAnd above all, the necessary tools to carry out the teaching-learning process, then, the problem here is that they fall into the comfort and conformity of continuing things, as they happen today, which is fatal,Since teachers refuse to understand that all these actions, which they consider relevant to students, can be harmful to their development, since not only their academic performance is being affected, but also their personal and social development, since, the training and practice of the teacher, directly impacts the learning of the students.

Thus, when the teacher refers or directs in a bad way to the students, in this case, with ADHD, it is the same students who self-perceive as non -intelligent, spoiled, vague and unable children to get a good note, givenThat, they are always those who are constantly scolded or punished, for their actions and lack of school.

All the terms with which a child can be described, is due primarily to the child’s authority figures, either by the same parents, the teachers, or even both, since at this school age, the children presentA certain difficulty in distinguishing the difference between what they do and what they are, that is, they confuse the problems that their actions have, with their person, they consider that when someone tells them that their action is bad, it is because they are bad, in otherswords, internalize everything as a personal defect, and not how a problem related to the health issue.

From this study, it follows that the role that the teacher takes in the classroom, is preponderant and significant, for the training of self-concept that the student believes, since, according to how much the student’s teacher expects, it is what thisit can offer.

Finally, this research corroborates important findings in other similar studies with teaching practice, teaching challenges, teacher training and students with NEE, etc. Which can lead to a new study of the study, and of course, open new lines of research, in addition, it is recommended, for future investigations, to take into account risk factors, which may or may not, violate the ethics of subjectsof research, since personal information can be available, which can compromise more than one person in the study.

As for the weaknesses of the research, it provokes the wrong interpretation acquired by the teaching staff, during the visit to the field of study, since, during the stay, it denotes for the researcher the importance and resistance that for those involved has the evaluation and evaluation andThe visit of external personnel to their educational institution, however, repeatedly, the objectives of the study are explained in detail, which are governed without evaluation purposes, but, despite this, some teachers took it byThat side, and although their participation is pleasant and professional, make the researcher feel, as a threat, who will only make criticism and bad references of their work performance, while other teachers and managers, visualize the visit as something productive and beneficial, since it is an interest for the benefit of that school, to improve the teaching-learning process of students diagnosed with ADHD.

Finally, it can be inferred, that the status of students diagnosed with ADHD, increasingCognitive as emotional, since teachers are not sufficiently informed and trained to face this type of case in the school space.