Students with Attention Deficit Hyperactivity Disorder as a challenge for teacher

Attention Deficit Hyperactivity Disorder is a neurobiological disorder commonly known with the acronym ADHD (Attention Deficit Hyperactivity Disorder). Because ADHD can influence on children’s basic daily activities and so limiting their normal development it is very important that we have the knowledge to face with these disturbance and by so helping the children to manage their problems that are mostly reflected in their interaction with the environment. The most stressful and emotionally exhausting period of time for the children with ADHD and their parents is engaging in formal education institutions. Education institutions with properly educated teachers can provide a suitable environment for the children with ADHD and so helping them to manage their disorder. Research gave me the insights on the problem of integration of children with ADHD into classes on the elementary education level and also the insights on how teachers addressed their problem. Research was based on the online questionnaire that was send to the teacher across Slovenian educational institutions that had some experiences in dealing with children with ADHD. Research focused mainly on the role of teachers and their ability to percept children’s behavioral characteristics and their needs, adaptation of educational process, teachers support as children’s manages their problem, teacher’s cooperation with children’s parents and general integration of troubled children into social environment. Based on the research most of the teachers are greatly aware of their role in the integration of the children with ADHD into teaching process and class group. Participants of the research had shown great significant degree in recognition of behavior characteristic of children with ADHD. Behavior characteristics that were most often detected by the teachers were restlessness, mood and emotional swings, rate of attention and other signs. Teachers are generally aware of the needs of the children with ADHD and they adapt their lessons so this children can be included in a way that they can express their strong areas and interests. Teachers are also aware of the importance of the cooperation with the experts and with parents of a child with ADHD. As reported from teachers the most difficult area for this children is social inclusion which is a consequence of their improper behavior and could be solved with the rise of awareness for ADHD between other children. Regarding of self-evaluation of their abilities to cope with the children with the ADHD teachers have reported that they are partly qualified and that most of their qualification was gained by work but it would not be invade to gain some more experiences