Tratamiento del TDAH a través del uso de las TIC en la Educación: Revisión Bibliográfica

El TDAH es un trastorno neurobiológico de inicio en la infancia. Dentro de la sintomatología de este trastorno se encuentran la inatención, la hiperactividad y la impulsividad, lo que genera estereotipos hacia el alumnado como considerar que son vagos o traviesos, además de dificultades en su aprendizaje. A través de este estudio se pretende conocer las posibilidades de los recursos TIC en el ámbito académico mediante la realización de una síntesis de investigaciones e intervenciones. También se pretende identificar herramientas TIC, actividades y metodologías y determinar el impacto de las mismas en el aprendizaje del alumnado TDAH. Para la realización de este estudio se llevó a cabo una búsqueda de artículos en diferentes repositorios como ERIC, Punto Q, Google Académico y Dialnet, entre otros, fechados entre 2010 y 2020 redactados tanto en inglés como en español. Los resultados obtenidos han sido satisfactorios puesto que se ha podido comprobar que la utilización de las TIC en el aula con alumnado TDAH supone una mejora en el rendimiento académico gracias a factores como la motivación o la individualización de la enseñanza. Además, los recursos TIC favorecen el aprendizaje colaborativo, la inclusión educativa y facilita el proceso de aprendizaje. Ha quedado demostrado que el alumnado reduce pérdidas de tiempo en cuanto a la preparación previa a una tarea si éstas son realizadas en ordenador en vez de en papel. Los recursos TIC más destacados a lo largo del estudio son los software educativos, los Serious game o los videojuegos digitales.ADHD is a neurobiological disorder that is childhood onset. Within the symptomatology of this disorder are inattention, hyperactivity and impulsivity, which generates stereotypes towards students and difficulties in their learning. This study aims to know the possibilities of ICT resources in school by carrying out a synthesis of research and interventions. It is also intended to identify ICT tools, activities and methodologies and determine their impact on ADHD students' learning. For the realization of this study, a search was carried out on articles in different repositories such as ERIC, Punto Q, Google Academic and Dialnet, among others, dated between 2010 and 2020 written in both English and Spanish. The results have been satisfactory since it has been proven that the use of ICTs in the classroom with ADHD students represents an improvement in academic performance thanks to factors such as motivation or individualization of teaching. In addition, ICT resources promote collaborative learning, educational inclusion and facilitate the learning process. It has been shown that students reduce time wasted in terms of pre-task preparation if they are made on a computer rather than on paper. The most outstanding ICT resources throughout the study are educational software, serious game, or digital video games

Children with Disabilities Attending Montessori Programs in the United States

Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education

Children with Disabilities Attending Montessori Programs in the United States

Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education

MY CLOTHING IS ME: Embracing ADHD in Traditional Qatari Apparel

Children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) are often secluded from society, as the condition is perceived to be a defect. These children constantly fidget, move, lose track of time, and forget to complete tasks, leading them to struggle within existing social environments. Additionally, in Qatar there is a need to educate society about ADHD. This research explores wearable solutions that alter behaviors through physical interactions and sensory engagements. In response to the challenges faced by ADHD, Qatari traditional attire has been customized to support children with time management, and communication between child, parent, and society. Additionally, these wearables challenge Qatari perspectives surrounding existing health conditions in Qatar. Design outcomes consists of clothing elements, driven and shaped by the experiences of ADHD children, their physical behavior, their senses like touch, smell and sight. It addresses the daily conduct of the ADHD child, and the relationship of the child and parent. By challenging existing norms and analyzing the Qatari traditional clothing (the Thobe, the Abaya and the Prayer Bead), design outcomes have been realized by experimenting and playing with materials, prototyping and 3D printing on fabric. Existing functions of zippers, pockets, beads, cuffs and technical construction of the outfit have been redesigned and reconstructed

Intervention for ADHD Child using the Montessori Method and ICTs.

This article intends to address intervention strategies for children with Attention Deficit Disorder (ADHD), with references to aspects of the Montessori Method, combined to ICTs. Furthermore, new technologies, based on the Montessori philosophy (such as robotics) address behavioral as well as multisensory approach to ADHD using the senses of vision, hear and touch. In addition, these interventions can also contribute to regulate the child’s social-emotional adjustment and learning engagement. Multiple intervention strategies implemented within home and school environment can be effective for students with ADHD.</p