Browsing by Author "Saarela, Janne"

This thesis focuses on supporting the schooling and learning of an ADHD student from the point of view of special needs teachers and special class teachers. The aim of the study is to find out how the student ADHD appears at school and what support measures have been targeted at it. The study is also interested in how the three-tier support responds to the needs of the ADHD-symptom student. The research is of a qualitative nature. The material was collected through an interview. Two special teachers and three special class teachers from the Southern Finland region were interviewed. The expectation was that interviewees have a lot of experience in meeting a child with ADHD symptoms. The method of analysis of the data was content analysis. Descriptions of special- and special-class teachers from ADHD-symptoms students are suitable for literature symptoms; there were also a lot of positive expressions. The support of the ADHD-symptom student formed three upper classes of pedagogical activity in the learning environment, interaction and structure and self-management. These formed the comprehensive support of the student in the section. The three-step support for the research issue consisted of three upper classes: guardians, multiprofessionalism and pedagogical documents. The interviewees considered these classes to be the most important forms of three-tier support.