Diana Tsirkova
Burgas Free University
Abstract. The text presents various aspects of the contemporary discussion of attention deficit hyperactivity disorder. Explanatory hypotheses other than cognitive-behavioral and neurobiological models have been proposed, which allow the symptom to be thought through its place in the mental structure and functioning of the child. The monitoring criteria that have been proposed can guide inclusive education teams when preparing assessments and individual work plans. They can serve for a more complete professional dialogue between the pedagogical specialists
in the team, as well as for building an effective therapeutic alliance with the parents
Keywords: hyperactivity; attention; aggressive behavior; inclusive education; mental structure
Свързани статии:
The School Marketing in the Context of Inclusive Education
A Policy For Integration And Re-Socialization Of Students With Special Educational Needs At University Of Ruse “Angel Kanchev” – Bulgaria
A Model for Secondary Socialization and Re-socialization of Students with Special
Educational Needs in an Academic Environment
Volunteering as an Opportunity to Ensure Equal Access to Education for All (Results of a Survey of Teachers’ and Students’ Opinion)
