Hur man som lärare bemöter ADHD i det ordinarie klassrummet

Detta är en Uppsats för yrkesexamina på grundnivå från Malmö universitet/Malmö högskola/Institutionen för samhälle, kultur och identitet (SKI); Malmö universitet/Malmö högskola/Institutionen för samhälle, kultur och identitet (SKI)

Sammanfattning: Since we both are studying to become upper secondary school teachers we are bound to encounter students with some form of neuro-psychiatric diagnosis. We chose to conduct our study around Attention Deficit Hyperactivity Disorder, ADHD, because of its commonness among students. We base our project within what different methods and strategies a teacher may use to maximize the potential of the student with said diagnosis. The project is heavily influenced of an inclusion-perspective and how to minimalize exclusion. The result is divided in four subchapters for better clarity, all treating different parts of ADHD and the teacher’s role within these. The writing of this paper has shown the importance of relationship building between teachers and their students, especially the ones with some form of neuro-psychiatric diagnosis. Other practical strategies that have turned out good for students are color oriented folder for students to easier organize their schoolwork and giving them the ability to stand up and stretch during class hours. Technology based equipment that have shown positive effects on not only students with ADHD, but all students in the class, are the usage of Smartboards and different learning encouraging applications as World Atlas. We also found that collegial learning and having a common goal within the teaching staff is of great importance when working with students that hold a ADHD diagnosis. Small parts like giving the students a small two-minute break during class can boost a student’s academic performances by a lot. 

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