The social aspects of the inclusion of children with ADHD in Gozitan primary schools

Abstract

The main intention of this dissertation was to study the social aspects of the inclusion of children with ADHD. The level of acceptance of these children was partly made possible through the development of understanding that these children had with their peers. For this reason the research was carried out both within the school and the community environments. Importance was given to the children's participation in lessons, extra curricular activities, breaks, and other activities held at community level such as attendance to MUSEUM, parties, and get-togethers. The attitudes of people such as parents, head teachers, teachers, facilitators, peers, and catechists, were also considered. This helped verify to what extent real inclusion was taking place for these children or whether they were simply physically present. The distinction between 'inclusion' and 'integration', which is made in the Salamanca Statement and Framework For Action on Special Needs Education, is used throughout the dissertation. Furthermore, the research was based on the development of case studies, which afforded an in-depth analysis of the factors that help or hinder inclusion of children with ADHD.