engleski

Pupils with ADHD in Integration Classes

The new trends of including children with disabilities in regular classes has encouraged us to examine (1) the effectiveness and specificities of the socialization of pupils with ADHD in their classroom environments, then (2) the difference between the typical pupils in integration classes in regard to their rejection of pupils with ADHD, and (3) differences between pupils of typical development in non-integration and integration classes with pupils with ADHD. The study included pupils (N=86) from five classes of the fourth grade of primary school average age M=10.86 (s.d.=0.38). The sample consists of three integration classes with (N=49) typical pupils and (N=5) pupils with ADHD and (N=32) pupils from two non-integration classes. The research results (1) indicate a low level of socialization of pupils with ADHD in their classes. It was also obtained that (2) the perception of aggressiveness of pupils with ADHD has an important role in their rejection by typical pupils. Also, we obtained (3) significant differences between integration and non- integration classes in a way that typical pupils in integration classes perceived each other more aggressive than their typical peers in non- integration classes.

ADHD; Integration; Elementary Education; Psycho-social Adjustment; Socialization;

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