Hiperaktyvūs vaikai dažnai būna nenuoramos, išsiblaškę, impulsyvūs, įkyrūs, keliantys daug rūpesčių savo tėvams ir mokytojams. Patys vaikai dažnai jaučiasi nelaimingi, žemas jų savęs vertinimas. Lietuvoje dėmesio ir sutrikimų turintys vaikai neturi specialios klasės, bendrojo lavinimo mokykloje jiems individualiai neskiriamas mokytojo asistentas. Klasėje tarp 25 – 30 vaikų su tokiu vaiku turi sugebėti dirbti viena mokytoja ir tai labai sunki situacija kylantiems sunkumams įveikti. Todėl buvo mėginama ištirti bei apibendrinti su kokiais sunkumais dėl hiperaktyvių vaikų elgesio susiduria pedagogai ir kokius metodus taiko dirbant su jais. Šio darbo uždaviniai yra: 1. Išanalizuoti lietuvių autorių bei užsienio šalių literatūrą apie hiperaktyvumo sutrikimą turinčius vaikus. 2. Išsiaiškinti kokie hiperaktyvių vaikų santykiai su šeima. 3. Išanalizuoti hiperaktyvių vaikų santykius su klasės draugais mokykloje. 4. Nustatyti kokius mokymo metodus mokytojai taiko dirbdami su hiperaktyviais vaikais. 5. Ištirti su kokiais sunkumais mokykloje susiduria hiperaktyvūs vaikai ir kokie elgesio ypatumai būdingi jiems. 6. Išsiaiškinti kokių mokymosi sunkumų patiria hiperaktyvūs vaikai. Tyrimai parodė, jog berniukams hiperaktyvumas pasireiškia keturis kartus dažniau negu mergaitėms. Dauguma hiperaktyvių vaikų turi kelis draugus klasėje ir gali būti klasės lyderiais. Būrelius lanko lygiai taip pat kaip visi kiti klasės vaikai. Tyrimai parodė, kad hiperaktyvumo sutrikimą turintys vaikai turi daugiau... [toliau žr. visą tekstą] / Hyperactive children are often fidget, abstracted, impulsive, repetitious, make a lot of trouble to their parents and teachers. Children often feel unhappy, have low self-evaluation. Children who have attention disorders do not have a special class, an individual teacher’s assistant in Lithuania. One teacher must be able to work with such a child in the class of 25 - 30 children, and this is a very complicated situation to overcome all the difficulties. So, it was an attempt to examine and summarize the difficulties which teachers face and what methods apply while working with hyperactive children. The aims of this work: 1. To analyze the literature of Lithuanian and foreign authors about children who have hyperactive disorder. 2. Find out what hyperactive children relationship with the family. 3. To analyze the relationship between hyperactive children and their classmates at school. 4. To identify teachers’ applied methods while working with hyperactive children. 5. To find out the difficulties which face hyperactive children at school and what are their behavioral features. 6. Find out what learning difficulties experience hyperactive children. According to the researches, boys are four times as hyperactive as girls. Most hyperactive children have several friends in the class and can be leaders of the class. They take part in children’s activities in the same way as any other children of the class. According to the research, hyperactive children have more behavior... [to full text]

ADHD is a neuro-biological disorder which is characterized by the child’s levels of attention concentration, absentmindedness and impulsiveness inadequate to the natural development. This is one of the most frequently occurring psychical disorders among children (APA, 1994). Although doctors described ADHD many years ago, its wide spreading has been acknowledged only recently. There is no exact data, but it is considered that from 3 to 10 per cent of pre-schooling age children and from 4 to 5 per cent adults have ADHD. ADHD is frequently related to learning disorders in reading, writing and doing calculations; other behavioral disorders are also possible (Wender, 2000). In Lithuania, in almost any group of any kindergarten there are one or more impulsive or/and hyperactive children. It has been observed that such children are hard to teach, they do not react the way other children do and frequently disturb work. It is understandable that children with officially recognized attention disorders and hyperactivity (ADH) cause multiple problems to their parents and pedagogues. The available information on ADHD is not sufficient presently. Besides, it is frequently controversial (Sinkevičienė, 1998). Scientists exploring the area of applied physical activity face difficulties in planning explorations and analyses dealing with the motoric activity of children with ADHD. There is little information on proper exploration methods usable when analyzing the applied physical activity of... [to full text]