Hỗ trợ giảm khó khăn về chức năng điều hành của học sinh tăng động giảm chú ý lớp 3 hòa nhập

Tóm tắt

Students with attention deficit hyperactivity disorder often face significant challenges in learning and social participation due to executive function deficits - specifically regarding attention control, working memory, planning, task organization, emotional control, and behavioral self-regulation. These difficulties not only impact academic performance but also hinder adjustment to inclusive classroom environments. This article analyzes the current state of executive function difficulties among third-grade students with attention-deficit/hyperactivity disorder in inclusive settings, using a combination of theoretical research, questionnaire surveys, observation, interviews, and descriptive statistical analysis. It also proposes appropriate educational support strategies to improve these executive function deficits, thereby enhancing the students’ ability to participate in learning and fostering their independence. The findings indicate that, among executive function areas, focusing and shifting attention (Mean = 4.63) and emotional control (Mean = 4.52) are the areas where third-grade students with attention-deficit/hyperactivity disorder in inclusive settings experience the greatest difficulty. The research findings provide a theoretical basis and practical evidence regarding support for executive functions of third-grade students with attention-deficit/hyperactivity disorder in inclusive settings, thereby offering guidance to educational managers and primary school teachers on how to support such students. Experimental research on support strategies aimed at improving executive functions of third-grade students with attention deficit hyperactivity disorder in inclusive classrooms will be conducted in the near future.