An ICT-facilitated didactic concept for inclusion of children with ADHD in Primary and secondary education
Abstract
Keywords:
Keywords: ADHD, inclusion, learning, teaching, ICT, learning theory, collaborative learning, Design-based Research, Osmotic Model, cooperative learning, Persuasive technology, captology, mobile technology, didactics, communication, participation, learning themes, learning strategies, learning heuristics, social constructivism.
Authors: Hanne Voldborg Andersen og Henrik Grum, MIL, Aalborg University, 2011.
Children with special educational needs, including children with ADHD (Attention Deficit Hyperactive Disorder), should be included to a greater extent in primary and secondary educational normal teaching environments. The integration of children with ADHD in normal classes is made difficult by their reduced attention ability, disturbing hyperactive behavior and over impulsiveness. The authors develop universal hypotheses for learning, which are combined with background theories on ADHD and a qualitative case study in a Danish secondary school, to develop fundamental learning heuristics for children with ADHD. The heuristics are used in the development of a conceptual mobile teaching aid, which builds on the principles ofCooperative Learning and Persuasive Technology using the Osmotic Model in Design-based Research as methodological tool. The conclusion is, that a mobile technological artifact combined with a conceptual didactic design can create the possibility of inclusion, participation and learning for children with ADHD.
Keywords:
Keywords: ADHD, inclusion, learning, teaching, ICT, learning theory, collaborative learning, Design-based Research, Osmotic Model, cooperative learning, Persuasive technology, captology, mobile technology, didactics, communication, participation, learning themes, learning strategies, learning heuristics, social constructivism.
Authors: Hanne Voldborg Andersen og Henrik Grum, MIL, Aalborg University, 2011.
Children with special educational needs, including children with ADHD (Attention Deficit Hyperactive Disorder), should be included to a greater extent in primary and secondary educational normal teaching environments. The integration of children with ADHD in normal classes is made difficult by their reduced attention ability, disturbing hyperactive behavior and over impulsiveness. The authors develop universal hypotheses for learning, which are combined with background theories on ADHD and a qualitative case study in a Danish secondary school, to develop fundamental learning heuristics for children with ADHD. The heuristics are used in the development of a conceptual mobile teaching aid, which builds on the principles ofCooperative Learning and Persuasive Technology using the Osmotic Model in Design-based Research as methodological tool. The conclusion is, that a mobile technological artifact combined with a conceptual didactic design can create the possibility of inclusion, participation and learning for children with ADHD.
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