School functioning and experience of the school environment by students with ADHD
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15260%2F23%3A73622580" target="_blank" >RIV/61989592:15260/23:73622580 - isvavai.cz</a>
Výsledek na webu
<a href="https://obd.upol.cz/id_publ/333202467" target="_blank" >https://obd.upol.cz/id_publ/333202467</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/08856257.2022.2145687" target="_blank" >10.1080/08856257.2022.2145687</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
School functioning and experience of the school environment by students with ADHD
Popis výsledku v původním jazyce
An increasing number of recent studies in the field of special needs education have recognised the importance of factors supporting school preparation and inclusion of students with attention-deficit/hyperactivity disorder (ADHD). Recent studies have also highlighted the need for further detailed investigation of the lived school experience in clinical samples of ADHD students. Therefore, the goal of this qualitative study was to explore the factors that ADHD students perceived as supportive for their school functioning. The sample consisted of 20 students with ADHD from the Czech Republic, aged 12 to 14 years. Thematic analysis of the interviews with ADHD students revealed the following supportive factors for effective functioning and inclusion of ADHD students at school: parenting style respecting the special needs of ADHD students, close friendship of ADHD students with their peers, openness and warmth of the teachers, practical teachers' and parents' interventions tailored to the strengths of ADHD students and ADHD students' own effort to manage ADHD manifestations at school. Based on these findings, several practical recommendations and implications are formulated.
Název v anglickém jazyce
School functioning and experience of the school environment by students with ADHD
Popis výsledku anglicky
An increasing number of recent studies in the field of special needs education have recognised the importance of factors supporting school preparation and inclusion of students with attention-deficit/hyperactivity disorder (ADHD). Recent studies have also highlighted the need for further detailed investigation of the lived school experience in clinical samples of ADHD students. Therefore, the goal of this qualitative study was to explore the factors that ADHD students perceived as supportive for their school functioning. The sample consisted of 20 students with ADHD from the Czech Republic, aged 12 to 14 years. Thematic analysis of the interviews with ADHD students revealed the following supportive factors for effective functioning and inclusion of ADHD students at school: parenting style respecting the special needs of ADHD students, close friendship of ADHD students with their peers, openness and warmth of the teachers, practical teachers' and parents' interventions tailored to the strengths of ADHD students and ADHD students' own effort to manage ADHD manifestations at school. Based on these findings, several practical recommendations and implications are formulated.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50302 - Education, special (to gifted persons, those with learning disabilities)
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2023
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
European Journal of Special Needs Education
ISSN
0885-6257
e-ISSN
1469-591X
Svazek periodika
38
Číslo periodika v rámci svazku
5
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
15
Strana od-do
614-628
Kód UT WoS článku
000888501800001
EID výsledku v databázi Scopus
2-s2.0-85142428168