Individualized education programme for pupils with attention deficit and hyperactivity disorder in elementary school

V magistrskem delu predstavljam temeljna teoretična izhodišča motnje pozornosti s hiperaktivnostjo (v nadaljevanju ADHD), ki so potrebna za ustrezno razumevanje učenca z ADHD, ter ustrezno načrtovanje programa pomoči in podpore. V šolskem obdobju lahko ADHD učenca pomembno ovira na učnem in socialnem področju, zato posebej izpostavljam značilnosti funkcioniranja ter težave in izzive učencev z ADHD na teh področjih. Pomoč in podpora učencem z ADHD, ki so prepoznani kot učenci s posebnimi potrebami, se načrtuje v individualiziranem programu. V delu povzemam temeljne zakonske podlage in strokovne smernice za ustrezno oblikovanje individualiziranega programa. V zadnjem delu teoretičnih izhodišč izpostavljam dokazano učinkovite prilagoditve in strategije za nudenje pomoči učencem z ADHD na učnem, vedenjskem in socialnem področju. Cilj raziskave je bil ovrednotiti celovitost in ustreznost načrtovanja pomoči in podpore za učence z ADHD v okviru IP, obenem pa izpostaviti primere dobre prakse in oblikovati priporočila za izboljšanje oblikovanja in zapisovanja ustreznega IP za učence z ADHD. V empiričnem delu sem po vnaprej oblikovanih kriterijih ustreznosti analizirala in ovrednotila 14 IP učencev z ADHD, ki so vključeni v osnovnošolski program s prilagojenim izvajanjem in dodatno strokovno pomočjo. Rezultati so pokazali, da je na nekaterih področjih načrtovanja in oblikovanja IP za učence z ADHD potrebna izboljšavaspecifično na področju oblikovanja in vsebine zapisa globalne ocene (v nadaljevanju GO), ki je bila v nekaterih IP pomanjkljiva, ne dovolj poglobljena in natančna. Nekateri IP so imeli opredeljene prilagoditve in strategije pomoči in podpore, ki se v celoti ne povezujejo z zapisom GO ter jim manjka specifičnosti, poglobljenosti. Cilji so bili v nekaj IP večinoma splošno opredeljeni. Manjka več operativnih ciljev z merilom uspešnosti (kriteriji), ki bi omogočali natančno spremljanje doseganja in uspešnosti učenca na tem področju. Obseg ciljnih področij in ciljev je bil v nekaterih IP daljši. V vseh IP je manjkalo aktivno vključevanje staršev in učencev. Pri končnih evalvacijah manjkajo bolj natančno in specifično opredeljeni opisi nedoseganja ciljev ter razlogi za to. Nekaj analiziranih IP je imelo ustrezno opredeljeno GO, ki je vključevala pomembna področja funkcioniranja učenca z ADHD ter tudi večinoma ustrezno oblikovane cilje in prilagoditve glede na opredeljene težave. Cilji v teh IP so bili splošne in operativne narave in so v določenih primerih vključevali tudi strategije. Od 14 IP se je en IP glede na analizirane elemente izkazal kot primer, ki izhaja iz dobre prakse, en IP pa se je izkazal kot primer, ki izhaja iz slabe prakse. Obe analizi teh dveh programov sta predstavljeni v prilogi. Omejitev raziskave je majhno število vzorcev ter dejstvo, da so programi bili izbrani in posredovani s strani OŠ – ni naključen vzorec.Theoretical part of the thesis presents fundamental theory of ADHD, which is essential for better understanding of pupils and for accordingly planning individual education plans (in continuation IEP). Furthermore, academic and social functioning of pupils with ADHD and their difficulties and challenges which they face in time of their elementary education is also presented. Special support for pupils with ADHD that are recognized as pupils with special needs is planned in IEP. In that area legal framework and professional guidelines for developing IEP is presented. At the end of of theoretical part I show science – based accomodations and strategies for helping pupils with ADHD in academical, behavioural and social area. The main aim of this study is to evaluate integrity and adequacy of developing and planning help and support for pupils with ADHD within IEP. At the same time to expose some examples of good practice and develop guidelines for improvement of developing and writing appropriate IEP for pupils with ADHD. Empirical part of my thesis represents analysis of 14 obtained IEPs for pupils with ADHD in elementary school. Plans were analyzed in relation to theoretical background and followed by questions of the study. Results showed that some parts of planning and developing IEP are in need of improvement. Specifically in the area of developing and writing content of global grade of child functioning, which was in some of the analyzed IEPs insufficient, not so in-depth and accurate. Accomodations and strategies of help and support in some of the IEPs were not fully connected with content of global grade and were lacking specific and in-depth. Goals in some of the IEPs were mostly general. IEPs were lacking more goals which have measures of success, which would give an accurate tracking of achieving the goal by the pupil. Range of goal areas and goals was in some of the IEPs longer. All of the IEPs were lacking active integration of parents and children. Final evaluations of IEPs were lacking more accurate and specifical descriptions of non-achievement of goals and reasons for it. Some of the IEPs had accordingly written content of global grade for pupils with ADHD and most accordingly written goals and accomodations regarding the difficulties. Goals within that IEPs were general and specific and in some cases included strategies. 1 IEP was graded as an example of adequate planning. Other IEP was graded as an example of inadequate planning and developing. Both analysis of programs are presented in the appendix. A weakness of the research is that it covers small sample of IEPs and the fact that programs were selected by schools