Advancing ADHD education: autonomy, technology, and inclusive strategies
Department of Greek Philology, Democritus University of Thrace, Greece.
Review Article
GSC Advanced Research and Reviews, 2024, 18(03), 101–111.
Article DOI: 10.30574/gscarr.2024.18.3.0084
Publication history:
Received on 19 January 2024; revised on 02 March 2024; accepted on 05 March 2024
Abstract:
This paper explores the integration of autonomy-supportive practices and technological interventions in primary education for students with Attention-Deficit/Hyperactivity Disorder (ADHD). It underscores the significance of creating educational environments that promote autonomy, leveraging cutting-edge technology to tailor learning experiences to the unique needs of ADHD students. Through a systematic literature review, the study highlights the importance of parental involvement and interdisciplinary approaches in enhancing academic achievement, social integration, and emotional well-being of ADHD students. It presents a collaborative framework that combines autonomy, technology, and inclusive strategies, advocating for policy support, community engagement, and digital equity. The findings suggest that a holistic, adaptive educational model is essential for addressing the multifaceted challenges ADHD students face, offering insights for future research and practice.
Keywords:
ADHD Education; Autonomy-supportive Practices; Technological Interventions
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Copyright information:
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
