THE REALITY OF BEHAVIORAL EDUCATION FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDERS IN INCLUSIVE PRIMARY SCHOOLS

THE REALITY OF BEHAVIORAL EDUCATION FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDERS IN INCLUSIVE PRIMARY SCHOOLS

Do Thi Thao thaodt@hnue.edu.vn Hanoi National University of Education 136 Xuan Thuy, Cau Giay, Hanoi, Vietnam
Nguyen Thi Hoa nguyenthihoa2983@yahoo.com Hanoi National University of Education 136 Xuan Thuy, Cau Giay, Hanoi, Vietnam
Summary: 
Attention deficit hyperactivity disorder (ADHD) is known to be a disorder associated with behavioral difficulties, which are considered as basic limitations that greatly affect the integration of students in inclusive schools. The study surveyed 144 teachers in inclusive primary schools and 140 their parents to investigate the reality of behavioral education for students with ADHD. The results are as follows: The majority of teachers and parents have been aware of and implementing the basic contents of behavioral education to promote the education of learning skills; Most teachers and parents have initially applied educational methods and achieved certain results; The appropriate measures and forms have been selected and used by teachers and achieved positive results in the educational process; A variety of media are used and flexibly combined in the educational process. On that basis, the authors provide some discussion and suggestion on the educational methods in order to achieve high results. Although the study still has some limitations in terms of the number of subjects and some difficulties in surveying and processing data, it offers an important suggestion for further research.
Keywords: 
Behvioral education
inclusive
students with attention deficit hyperactivity disorder
Reality
primary
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