hrvatski

"Mislim, realno, tko voli školu?": Iskustvo školovanja osnovnoškolskih dječaka s ADHD-om

Iako je deficit pažnje/hiperaktivni poremećaj(ADHD) najčešći neurorazvojni poremećaj u dječjoj dobi, istraživanja ADHD-a u Republici Hrvatskoj iznimno su rijetka, a posebice se to odnosi na istraživanja u kojima su sudionici sama djeca s ADHD-om. Stoga je opći cilj ovog rada opisati osobno, doživljeno iskustvo svakodnevnog života vezanog uz školovanje osnovnoškolskih dječaka s ADHDom. U istraživanje je uključen namjeran uzorak sudionika, 14 dječaka s ADHD-om kronološke dobi od 8 do 11 godina, koji su uključeni u redovan sustav obrazovanja. Sa svakim su dječakom provedena tri polustrukturirana fenomenološka intervjua. Posebna pažnja u ovom istraživanju posvećena je metodološkom pristupu usmjerenom na dijete, prilagođenom djetetovim razvojnim osobinama te sigurnom za dijete. Podaci su obrađeni metodom interpretativne fenomenološke analize (IPA), a iskustvo školovanja dječaka s ADHD-om prikazano je kroz dvije teme: (1) Izazovi školovanja s ADHD-om te (2) Podrška u školi: važnost uvažavanja, senzibiliziranosti i odnosa. Istraživanje je pokazalo da dječaci s ADHD-om prepoznaju svoje izazove vezane uz školovanje, a njihove teškoće najviše dolaze do izražaja u obrazovnim aktivnostima koje od njih zahtijevaju usmjeravanje i održavanje pozornosti, organiziranost, ustrajnost, fleksibilnu pažnju i radno pamćenje. Posljedično se suočavaju s iskustvom školskog neuspjeha, frustracije te sniženog samopouzdanja kad su posrijedi njihove sposobnosti. Dječaci prepoznaju podršku koju u školi dobivaju od učiteljice i pomoćnice u nastavi, ali i ograničenja koja doživljavaju radi nerazumijevanja, manjka senzibiliziranosti za njihovu neurorazličitost te neprimjenjivanja IOOP- a. Dječaci vrlo jasno opisuju koje prilagodbe bi im olakšale iskustvo školovanja. Rezultati ovog istraživanja upozoravaju da su djeca s ADHD-om u posebnom psihosocijalnom riziku, dok je u smislu participativnih prava djece, njihova iskustva potrebno uvažiti kao ravnopravnih dionika obrazovnih politika. *** Although attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders observed in childhood, ADHD research in Croatia, especially studies involving children, are extremely rare. Therefore, the aim of this paper was to describe the personal everyday school life experiences of boys with ADHD who were studying in elementary schools. This study included a purposive sample of 14 boys with ADHD aged 8 to 11 years who attended mainstream elementary schools. Three semi-structured phenomenological interviews were conducted with each boy. Special attention was given to ensure that the methodological approach used in this study was child-centred, child-friendly, and child-safe. Interpretative phenomenological analysis was used to analyse the data. Data collected on the school experiences of the boys with ADHD are presented via two themes: (1) challenges of schooling with ADHD, and (2) support at school: the importance of recognition, sensitivity, and relationships. This study demonstrates that boys with ADHD can recognize the challenges associated with their schooling and find it very difficult to take part in school activities that require directing and maintaining attention, organization, perseverance, flexible attention, and working memory. Consequently, the boys reported that they experience failure, frustration, and reduced self-confidence in their own abilities. Boys participating in this study were able to recognize the support received at school from their teachers and teaching assistants, as well as the obstacles that occurred due to misunderstandings, lack of sensitivity to their neurodiversity, and failure to apply the Individualised Education Program. The boys also provided clear descriptions of the adjustments necessary to make their school experience easier. The results of this study illustrate that children with ADHD face specific psycho- social risks, followed by recommendation that their experiences should be considered during the development of educational policies, given their participatory rights and their role as equal stakeholders.

neurorazličitost ; intervju s djecom ; interpretativna fenomenološka analiza

nije evidentirano

engleski

“I mean, really, who likes school?”: Experiences of boys with Attention Deficit Hyperactivity Disorder in elementary school

Iako je deficit pažnje/hiperaktivni poremećaj(ADHD) najčešći neurorazvojni poremećaj u dječjoj dobi, istraživanja ADHD-a u Republici Hrvatskoj iznimno su rijetka, a posebice se to odnosi na istraživanja u kojima su sudionici sama djeca s ADHD-om. Stoga je opći cilj ovog rada opisati osobno, doživljeno iskustvo svakodnevnog života vezanog uz školovanje osnovnoškolskih dječaka s ADHDom. U istraživanje je uključen namjeran uzorak sudionika, 14 dječaka s ADHD-om kronološke dobi od 8 do 11 godina, koji su uključeni u redovan sustav obrazovanja. Sa svakim su dječakom provedena tri polustrukturirana fenomenološka intervjua. Posebna pažnja u ovom istraživanju posvećena je metodološkom pristupu usmjerenom na dijete, prilagođenom djetetovim razvojnim osobinama te sigurnom za dijete. Podaci su obrađeni metodom interpretativne fenomenološke analize (IPA), a iskustvo školovanja dječaka s ADHD-om prikazano je kroz dvije teme: (1) Izazovi školovanja s ADHD-om te (2) Podrška u školi: važnost uvažavanja, senzibiliziranosti i odnosa. Istraživanje je pokazalo da dječaci s ADHD-om prepoznaju svoje izazove vezane uz školovanje, a njihove teškoće najviše dolaze do izražaja u obrazovnim aktivnostima koje od njih zahtijevaju usmjeravanje i održavanje pozornosti, organiziranost, ustrajnost, fleksibilnu pažnju i radno pamćenje. Posljedično se suočavaju s iskustvom školskog neuspjeha, frustracije te sniženog samopouzdanja kad su posrijedi njihove sposobnosti. Dječaci prepoznaju podršku koju u školi dobivaju od učiteljice i pomoćnice u nastavi, ali i ograničenja koja doživljavaju radi nerazumijevanja, manjka senzibiliziranosti za njihovu neurorazličitost te neprimjenjivanja IOOP- a. Dječaci vrlo jasno opisuju koje prilagodbe bi im olakšale iskustvo školovanja. Rezultati ovog istraživanja upozoravaju da su djeca s ADHD-om u posebnom psihosocijalnom riziku, dok je u smislu participativnih prava djece, njihova iskustva potrebno uvažiti kao ravnopravnih dionika obrazovnih politika. *** Although attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders observed in childhood, ADHD research in Croatia, especially studies involving children, are extremely rare. Therefore, the aim of this paper was to describe the personal everyday school life experiences of boys with ADHD who were studying in elementary schools. This study included a purposive sample of 14 boys with ADHD aged 8 to 11 years who attended mainstream elementary schools. Three semi-structured phenomenological interviews were conducted with each boy. Special attention was given to ensure that the methodological approach used in this study was child-centred, child-friendly, and child-safe. Interpretative phenomenological analysis was used to analyse the data. Data collected on the school experiences of the boys with ADHD are presented via two themes: (1) challenges of schooling with ADHD, and (2) support at school: the importance of recognition, sensitivity, and relationships. This study demonstrates that boys with ADHD can recognize the challenges associated with their schooling and find it very difficult to take part in school activities that require directing and maintaining attention, organization, perseverance, flexible attention, and working memory. Consequently, the boys reported that they experience failure, frustration, and reduced self-confidence in their own abilities. Boys participating in this study were able to recognize the support received at school from their teachers and teaching assistants, as well as the obstacles that occurred due to misunderstandings, lack of sensitivity to their neurodiversity, and failure to apply the Individualised Education Program. The boys also provided clear descriptions of the adjustments necessary to make their school experience easier. The results of this study illustrate that children with ADHD face specific psycho- social risks, followed by recommendation that their experiences should be considered during the development of educational policies, given their participatory rights and their role as equal stakeholders.

neurodiversity ; child interview ; interpretative phenomenological analysis

nije evidentirano