Title

Factors affecting the academic performance of children with ADHD in inclusive setting

Date of Publication

2016

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Maria Corazon C. Colendrino

Defense Panel Chair

Lilia S. Bautista

Defense Panel Member

Jasper Vincent Q. Alontaga
Arvie S. Andal
Voltaire M. Mistades

Abstract/Summary

There is an issue regarding the need for and the effectiveness of treatment for children with attention-deficit hyperactivity disorder (ADHD) despite years of study and multiple investigations reporting beneficial effects of the treatments (Vujnovic, Fabiano, Pariseau & Naylor, 2013). A multiple case study was conducted by identifying elementary students with ADHD in inclusive classroom and explored factors that can be associated with success or failure in academic performance with its initial foci on psychological and pharmacological treatment. Four elementary student with ADHD enrolled in inclusive setting signified from twenty-five elementary students with ADHD.

Given the little sample population, majority of the respondents were male at ninety-six percent (96%). Both the pharmacological and psychological treatment were able to address the presenting issues of ADHD in all of the students included in the studies. Adherence and non-adherence to treatment can greatly affect the academic performance of all the students. Pharmacological and psychological treatment were further enhanced by having a small class size, accommodations, support of peers, and family. These factors are mainly in the students environments that lead to the symptoms manifesting in different areas of functioning. Despite recent advances in treatment research, significant knowledge gaps remain. The results of the study can serve as springboard for more researches on: the long term effect/s of medical, educational, and combined treatment to the academic performance of learners with ADHD, the readiness of regular education teachers in handling learners with ADHD, the lived experiences of regular teachers in handling learners with ADHD.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007213

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.

Keywords

Attention-deficit hyperactivity disorder; Behavior disorders in children

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