The present work aims to illustrate the interventions that, in the specific case of ADHD, can promote the inclusion of children suffering from this disorder, in order to increase their well-being. The subject with ADHD, in the paper, is taken into account within the family context and the school context and during school age, in which behavioral problems usually begin to arise, related to the disorder in question. Through literature, it has been possible to carry out, within the first chapter, a theoretical framework of ADHD, taking into account its history, its symptomatology, its diagnosis and the interpersonal problems it may involve; in the second chapter of the paper, an analysis of the social network in which the child with ADHD lives at school age was carried out, distinguishing then the concepts of inclusion and integration with a reference to existing legislation and highlighting those that represent obstacles to the promotion of inclusion; finally, the third chapter contains a review of the interventions that, aimed at the actors involved in the school-family system, aim at promoting inclusion in children with ADHD.
Il presente lavoro si pone l’obiettivo di illustrare gli interventi che, nel caso specifico dell’ADHD, possono promuovere l’inclusione dei bambini affetti da questo disturbo, in modo da aumentare il loro benessere. Il soggetto con ADHD, nell’elaborato, è preso in considerazione all’interno del contesto famigliare e del contesto scolastico nel corso dell’età scolare, in cui in genere cominciano a presentarsi delle problematiche comportamentali, relazionali e scolastiche correlate al disturbo in oggetto. Attraverso la letteratura, è stato possibile effettuare, all’interno del primo capitolo, un inquadramento teorico dell’ADHD, prendendo in considerazione la sua storia, la sintomatologia, la diagnosi e le problematiche interpersonali che può comportare; nel secondo capitolo dell’elaborato si è svolta un’analisi della rete sociale in cui il bambino con ADHD vive in età scolare, distinguendo poi i concetti di inclusione ed integrazione con un riferimento alla normativa vigente ed evidenziando quelli che rappresentano gli ostacoli per la promozione dell’inclusione; infine, il terzo capitolo contiene una rassegna degli interventi che, diretti agli attori coinvolti nel sistema scuola-famiglia, mirano alla promozione dell’inclusione nei bambini con ADHD.
Interventi per favorire l'inclusione dei bambini con ADHD
ANTONIAZZI, MARIA
2021/2022
Abstract
The present work aims to illustrate the interventions that, in the specific case of ADHD, can promote the inclusion of children suffering from this disorder, in order to increase their well-being. The subject with ADHD, in the paper, is taken into account within the family context and the school context and during school age, in which behavioral problems usually begin to arise, related to the disorder in question. Through literature, it has been possible to carry out, within the first chapter, a theoretical framework of ADHD, taking into account its history, its symptomatology, its diagnosis and the interpersonal problems it may involve; in the second chapter of the paper, an analysis of the social network in which the child with ADHD lives at school age was carried out, distinguishing then the concepts of inclusion and integration with a reference to existing legislation and highlighting those that represent obstacles to the promotion of inclusion; finally, the third chapter contains a review of the interventions that, aimed at the actors involved in the school-family system, aim at promoting inclusion in children with ADHD.File | Dimensione | Formato | |
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https://hdl.handle.net/20.500.12608/33655