The preschool years are crucial for the early identification of problems and the provision of appropriate support for children with special needs. It is during this time that basic behavioural patterns, social interactions and other key skills are formed that are important throughout life. Increasingly, children are experiencing attention problems, restlessness and impulsivity, which also characterise attention deficit/hyperactivity disorder (ADHD) and lead to other problems. ADHD is a neurobiological disorder that not only challenges the ADHD child, but also affects group dynamics, the work of educators, peer relationships and the child’s family. As ADHD is one of the most common disorders in children with special needs, there is an increasing need in both preschools and schools for effective strategies and adaptations that enable these children to be actively included in the group and have a better chance of success. Creating a suitable educational environment that allows children to develop optimally is often a challenge for educators.
The main objective of this master’s thesis was to investigate and identify which strategies and adaptations are most frequently planned and implemented by teachers in preschool groups for children with ADHD. In addition, a questionnaire was used to investigate how they rate the effectiveness of these strategies and adaptations, how competent they feel in planning and implementing them, and how familiar they are with them. We also investigated preschool teachers’ knowledge of ADHD and the support they receive from other professionals in planning and implementing strategies and adaptations for children with ADHD. A descriptive research method and a quantitative research approach were used. A random sample of teachers and assistant teachers (N = 40) working in a Slovenian preschool was used.
The results show that educators plan and implement a wide range of strategies and adaptations to the space and the educational process to prevent undesirable behaviour. Most frequently, they plan and implement adaptations based on structuring, behavioural approaches and improving children’s self-regulation. None of the most commonly used strategies and adaptations are considered ineffective.
The analysis shows that the educators feel moderately competent in planning and implementing strategies and adaptations, but most competent in planning and implementing spatial adaptations. Their knowledge of ADHD is relatively good, but they express the need to expand and deepen their knowledge. Their knowledge of strategies and adaptations for children with ADHD is moderately good, again indicating the need for additional training for preschool teachers. The results show that most preschool teachers receive help from other professionals who also work in the preschool. These most often provide them with individual counselling in the form of advice, examples of adaptations and recommendations for working with children who show signs of ADHD.
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