Problematika rodin s dětmi se syndromem ADHD
Title Alternative:Problems of famillies and children with attention deficit hyperactivity disoder syndrom
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Date
2009-01-01
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Publisher
Technická Univerzita v Liberci
Abstract
Tato práce se zabývá problematikou rodin s dětmi s ADHD. U těchto dětí je problematičtější osobnostní vývoj i proces učení, z čehož vyplývají vyšší nároky na jejich výchovu i vzdělávání. Záměrně se zde odhlíží od potíží spojených se samotným vzděláváním, tedy specifických poruch učení, a důraz je kladen zejména na zvládání rodičovské role, která je spojena se značnou zátěží v rodinném a sociálním systému. Práce se zabývá také interpretací vztahu pedagogů jako kompetentních expertů a jejich zodpovědnosti k těmto dětem, potažmo k jejich rodičům. Ztráta vzájemné důvěry mezi rodičem a učitelem, mezi dítětem a učitelem, může znamenat předěl a postižení vývoje osobnosti dítěte s ADHD a jeho akceptace společenské autority. V závěru je navržen model výuky dětí s ADHD, který by garantoval vyšší vzájemnou kooperaci mezi rodinou a školou a lépe by napomáhal rozvoji rozumových i charakterových vlastností dítěte.
This study considers the problems of families with the children who are involved with ADHD. These children have more problematic personal progress and the process of learning. Thanks this there are more requirements for their upbringing and education. The purpose of this study is not to describe the education itself as a specific learning failure but to lay stress on the parent´s position which includes the family and social systems. This study also describes the teachers{\crq} relations as the qualified experts and their responsibility to these children and their parents. The loss of this mutual confidence between parent and the teacher or between child and his/her teacher can cause the damage of the child´s personality of the child with ADHD and his/hers acceptance of social authority. There was proposed the model of the education of children with ADHD which could provide higher mutual cooperation between the school and the family and which could also help in the progress of child´s rational and character quality.
This study considers the problems of families with the children who are involved with ADHD. These children have more problematic personal progress and the process of learning. Thanks this there are more requirements for their upbringing and education. The purpose of this study is not to describe the education itself as a specific learning failure but to lay stress on the parent´s position which includes the family and social systems. This study also describes the teachers{\crq} relations as the qualified experts and their responsibility to these children and their parents. The loss of this mutual confidence between parent and the teacher or between child and his/her teacher can cause the damage of the child´s personality of the child with ADHD and his/hers acceptance of social authority. There was proposed the model of the education of children with ADHD which could provide higher mutual cooperation between the school and the family and which could also help in the progress of child´s rational and character quality.
Description
katedra: KSS; přílohy: 1 CD ROM; rozsah: 66 s., 10 s. obr. příloh.
Subject(s)
adhd, hyperkinetická porucha, specifická porucha učení, porucha chování, porucha pozornosti, hyperaktivita, impulzivita, terapie, agresivita, genetika, vývojová porucha, sociální stigmatizace, tolerance, stabilita rodiny, attention deficit hyperactivity disorder, hyperactivity disorder, particular defect learning, behaviour disorder, attention disorder, hyperactivity, impetuousness, therapy, aggressiveness, genetics, evolutionary defect, sociable stigmatise, toleration, family stability