Attention Deficit Hyperactivity Disorder (ADHD) among special education (SPED) students;
Castillo, Mara Andrea C.
Attention Deficit Hyperactivity Disorder (ADHD) among special education (SPED) students; A case study/ Mara Andrea C. Castillo, Gammy M. Lanugan [and] Leona Jean R. Villanueva - 2015 - xiii. 85 leaves; Illustrations, 28cm,
Undergraduate Thesis
The study aimed to identify the different characteristics and school performance of the students having Attention Deficit Hyperactivity Disorder (ADHD) at San Jose Elementary School during school year 2015-2016. It involved six (6) students with Attention Deficit Hyperactivity Disorder (ADHD) as the subjects and five (5) SPED teachers, and one (1) SPED coordinator as the respondents of the study. The study utilized descriptive qualitative method of research with the use of the adopted questionnaire as the main instrument in gathering the data.
Based on the analysis of the gathered data, the following findings were summarized and interpreted.
The students manifested the following behaviour. In terms of communication, most of the subjects always wanted to butt into conversations, they always resort to shouting just to interrupt others, and most of them wanted to grab anything what's their classmates holding. Most of the subjects immediately answer the question even though they are not yet being asked or even other children are being called and some of them just gave their opinion even if it's not related to the question being asked. Most of the subjects talked to the people around them in a nice way but there are times that they talked too much.
In terms of socialization, most of the subjects loved to mingle with their classmates. Most of them obeyed and followed the instructions of their teacher. Sometimes, the subjects' play with others but sometimes, they just sit on their chair and do their own things quietly. Most of the subjects behaved well, cooperated with the group, and participated with the task assigned to them. However, few of the subjects loved to communicate to school staff even though they do not know the person, they are talking and kiss them on the cheeks.
In terms of class discipline, most of the subjects preferred to stay on the given sitting arrangement. Once they roam around the classroom, they still go back to their own seats. Few of the subjects behaved in participating school activities, if they don't like the activities they would not participate. Some of the subjects were careless and have short patience. Most of them show same result of characteristics and behaviors.
The teachers handled students one by one because they are not all same level of learners. They underwent tin the process of tutorial. They are implementing a merit and demerit system to control their behavior.
On the problems encountered by the school with ADHD are lack of teachers handling specific type of disorder, second is lack of facilities and small number of room.
To improve the learning conditions it is suggested to include in a small class setting for better improvement of learning process it is recommended to be included in a class with maximum of ten (10) students but not exceeding in thirty (30) and motivating the students to finish their works. Lastly by giving rewards to boost their confidence.
Based on the findings of this study, the following conclusions were drawn.
Through communication, the subjects were talkative and always impulsive. In socialization, the subjects were friendly, loved to play around, and make bonding with other classmates. In class discipline, most of the subjects were a type of students who stayed on the given sitting arrangement, behave in participating school activities and some of the subjects were careless and have short patience. In handling students with ADHD, teacher must have long patience, different strategies and techniques in teaching ADHD students. The school have a great impact for the students with ADHD for letting them feel the equality treatment and their rights to come to school despite of having ADHD. Students with ADHD must have a small class setting because it may help for better improvement of the learning process. It is important to know the maximum number of students and giving rewards is also useful for boosting their confidence.
In lights of the findings and conclusions, the following recommendations are drawn. Students should understand that ADHD students need extra care, they must be given value and they must be treated well in the classroom most especially during class. Special Education (SPED) Teachers should have more patience with their students having ADHD. They should apply more strategy to catch the attention of ADHD learners. They must keep up the good work. School administration should combined support is required in school settings. Need to be heard, and understood by the teachers and school administrations. Peers should consider the wider environmental influencing behaviour. They should treat the ADHD cases fairly and accordingly. Parents should love their children and continue supporting their education and help the teachers in assisting the needs of their learners. Future researchers should conduct similar study using the other possible instruments. Future teachers should gained more strategies and techniques in teaching students with the said disorder. They should maintain long patience and love their students whole heartedly.
LG 221.R59 / C2784 2016
Attention Deficit Hyperactivity Disorder (ADHD) among special education (SPED) students; A case study/ Mara Andrea C. Castillo, Gammy M. Lanugan [and] Leona Jean R. Villanueva - 2015 - xiii. 85 leaves; Illustrations, 28cm,
Undergraduate Thesis
The study aimed to identify the different characteristics and school performance of the students having Attention Deficit Hyperactivity Disorder (ADHD) at San Jose Elementary School during school year 2015-2016. It involved six (6) students with Attention Deficit Hyperactivity Disorder (ADHD) as the subjects and five (5) SPED teachers, and one (1) SPED coordinator as the respondents of the study. The study utilized descriptive qualitative method of research with the use of the adopted questionnaire as the main instrument in gathering the data.
Based on the analysis of the gathered data, the following findings were summarized and interpreted.
The students manifested the following behaviour. In terms of communication, most of the subjects always wanted to butt into conversations, they always resort to shouting just to interrupt others, and most of them wanted to grab anything what's their classmates holding. Most of the subjects immediately answer the question even though they are not yet being asked or even other children are being called and some of them just gave their opinion even if it's not related to the question being asked. Most of the subjects talked to the people around them in a nice way but there are times that they talked too much.
In terms of socialization, most of the subjects loved to mingle with their classmates. Most of them obeyed and followed the instructions of their teacher. Sometimes, the subjects' play with others but sometimes, they just sit on their chair and do their own things quietly. Most of the subjects behaved well, cooperated with the group, and participated with the task assigned to them. However, few of the subjects loved to communicate to school staff even though they do not know the person, they are talking and kiss them on the cheeks.
In terms of class discipline, most of the subjects preferred to stay on the given sitting arrangement. Once they roam around the classroom, they still go back to their own seats. Few of the subjects behaved in participating school activities, if they don't like the activities they would not participate. Some of the subjects were careless and have short patience. Most of them show same result of characteristics and behaviors.
The teachers handled students one by one because they are not all same level of learners. They underwent tin the process of tutorial. They are implementing a merit and demerit system to control their behavior.
On the problems encountered by the school with ADHD are lack of teachers handling specific type of disorder, second is lack of facilities and small number of room.
To improve the learning conditions it is suggested to include in a small class setting for better improvement of learning process it is recommended to be included in a class with maximum of ten (10) students but not exceeding in thirty (30) and motivating the students to finish their works. Lastly by giving rewards to boost their confidence.
Based on the findings of this study, the following conclusions were drawn.
Through communication, the subjects were talkative and always impulsive. In socialization, the subjects were friendly, loved to play around, and make bonding with other classmates. In class discipline, most of the subjects were a type of students who stayed on the given sitting arrangement, behave in participating school activities and some of the subjects were careless and have short patience. In handling students with ADHD, teacher must have long patience, different strategies and techniques in teaching ADHD students. The school have a great impact for the students with ADHD for letting them feel the equality treatment and their rights to come to school despite of having ADHD. Students with ADHD must have a small class setting because it may help for better improvement of the learning process. It is important to know the maximum number of students and giving rewards is also useful for boosting their confidence.
In lights of the findings and conclusions, the following recommendations are drawn. Students should understand that ADHD students need extra care, they must be given value and they must be treated well in the classroom most especially during class. Special Education (SPED) Teachers should have more patience with their students having ADHD. They should apply more strategy to catch the attention of ADHD learners. They must keep up the good work. School administration should combined support is required in school settings. Need to be heard, and understood by the teachers and school administrations. Peers should consider the wider environmental influencing behaviour. They should treat the ADHD cases fairly and accordingly. Parents should love their children and continue supporting their education and help the teachers in assisting the needs of their learners. Future researchers should conduct similar study using the other possible instruments. Future teachers should gained more strategies and techniques in teaching students with the said disorder. They should maintain long patience and love their students whole heartedly.
LG 221.R59 / C2784 2016