Attention And Hyperactivity Deficit Disorder And Teachers

Attention and hyperactivity deficit disorder and teachers

The social changes that have been manifesting in various ways, end up influencing both negative and positively in the educational system, and in the way of proceeding of teachers. More and more cases are given in the classroom of students who express behavioral problems and learning difficulties, which condition both the school and family environment, especially affecting the social relationships they establish with the environment (Jury of the Saints, Justinian Domínguez, 2015).

For Hergueta Landinez (S.F.) When a student suffers from attention deficit and hyperactivity disorder, the intensity of hyperactivity, impulsivity and lack of attention should be taken into account, since this type of manifestations condition the child’s behavior within the classroom, so as the relationship he establishes with his teachers and with their peers. In the family nucleus, and during the first years of life, families focus on behavior problems, these being the element that worries them the most. Subsequently, learning problems acquire prominence and end up being the most important for the child and family.

During childhood children express different types of behaviors and behaviors, these being problematic and used at certain times as a way of reacting and interacting with others. According to the Clinical Practice Guide on Attention Deficit Disorder with hyperactivity (ADHD) in children and adolescents (2010), the central symptoms and the characteristics of attention deficit disorder and hyperactivity in the child, thus excess activity activity Both motor and verbal, and their difficulty in controlling and inhibiting their actions or behaviors, in addition to the lack of control when expressing their emotions, can lead them to the development of behaviors considered problematic, or even more severe problematic paintings or a disorder of conduct.

Frequently, the manifestation of a behavior considered as disruptive is due to the feeling of frustration they feel when they receive negative messages from their environment (family, teachers and classmates). The social response they manifest shows passivity or aggressiveness; Their emotional responses are disproportionate with respect to the situation lived, due in many occasions to the ignorance of control over emotions, thus causing feelings of sadness, low self – esteem, demotivation, impotence, anger, anger, etc. (Clinical practice guide on attention deficit disorder with hyperactivity (ADHD) in children and adolescents. 2010).

It is necessary for teachers to recognize the signals of a possible case of ADHD, since according to Estévez Estévez (2010), know the origin of the signals and consequences will help the teachers improve the emotional relationships and academic results of the students suffering from the disorder.

Taking into account what has been said above, the teacher must know how to act and carry out joint actions with the teaching team of the center, to be able to work with these difficulties and thus be able to neutralize and extinguish whether possible, this type of harmful behaviors.