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The aim of the thesis named "The possibilities of supporting children and teenagers suffering from ADHD at school and outside" comes from author's personal experience with teenage students suffering from ADHD. The main goal of the thesis is to picture mentioned syndrome in the context of education of the students, therefore the thesis mainly focuses on teenagers and adults who suffer from this handicap. The text consists of two main parts. The ethology of the disorder is introduced in the first part as well as its symptomatology which changes from the childhood through the teenage years to adulthood. The possibilities of diagnostics and treatment are also mentioned - always with the focus on how could the school or the teacher be involved in the process of education. The other chapters are directly focused on the possibilities of the ADHD students' education and its' reflection in the current legislative system, from pre-school age to adulthood. The research study which is described in the second part, is based on questionnaires and semi-structured interviews answered by students and teachers at two types of higher educational institutions. The study was intended to show the relationship between students with ADHD and teachers and to examine, how the ADHD influences the learning abilities, the...

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This study is about the participation between the teacher/student assistants and students with ADHD and autism. How to hold and develop better relationships between teachers/student asssitents and students with ADHD and autism and how that effects the students school achievements. A good relationship between a students with ADHD and autism and a teacher/students assistant have been proven ti have a effective impact on the students school presentation. The ability to communicate is the key to develop good relations even those theres other problems that can occur. Good communication skills make it easier to build and maintain good realtionships between teachers/students assistants and students with ADHD and autism. Other factors than communication is trust, respect and good professional skills of teachers which simplify the building of relationships between students with ADHD and autism and teachers/students assistants.Previous literary studies that i have studied show that there are very few students with ADHD and autism who achieve success in schooling to continue on to further studies in high school.  Its because students with ADHD and autism have difficulties with communication, understanding and adaptation. In addition, students with ADHD abd autism experience lack of concentration and completion of school assignmrnts, leading of failure. Therefore its important that teachers and student assistant have a good knowledge and background on ADHD and autism.

Denna studie fokuserar på elever med ADHD på fritidshemmen. Syftet med studien är att undersöka hur fritidshemslärarna arbetar för att inkludera elever med ADHD på fritidshemmen och vilka utmaningar som fritidshemslärare upplever i sitt dagliga arbete. För att samla in data valde vi att använda oss av kvalitativa intervjuer. Vi utförde intervjuerna på två skolor i olika kommuner inom Stockholmsområdet där vi intervjuade tre fritidshemslärare från varsin skola. Vi valde två olika kommuner för att få en inblick i vilka likheter och skillnader som finns i arbetet med att inkludera elever med ADHD i undervisningen på fritidshemmet. Vid analysen av empirin vi gjort utgick vi från Vygotskijs teori samt de relationella och kategoriska perspektiven inom specialpedagogiken. Resultatet av studien visar att de olika kommunerna använder sig av liknande strategier för att inkludera elever med ADHD på fritidshemmet. De strategier de använder sig av är förberedelser, enskild introduktion, ge eleven en roll i undervisningen och inkludera eleven i planeringen av aktiviteten. Det som skiljer kommunerna åt är att den ena skolan arbetade med laminerat schema med hjälp av bildstöd samt stöd av fritidshemslärarens kroppsspråk. Resultatet av studien visar även på att de intervjuade fritidshemslärarna använder liknande strategier när de stöter på utmaningar med elever med ADHD. De förklarade vikten av att bemöta eleverna lågaffektivt och att låta eleven återhämta sig innan man kan prata om en konflikt som uppstått. / This study focuses on students with ADHD in leisure centers. The purpose of the study is to investigate how leisure educators work to include students with ADHD in leisure centers and the challenges that leisure educators experience in their daily work. To collect data and analyze our research, we chose to use qualitative interviews. We conducted interviews at two schools in the Stockholm area from different municipalities, where we interviewed three leisure educators from each school. We chose two different municipalities to investigate similarities and differences in including students with ADHD in their leisure center teaching. In analyzing the data we collected, we relied on Vygotsky's theory, as well as the relational and categorical perspectives. The results of the study show that the two municipalities use similar strategies to include students with ADHD in leisure centers. The difference between the municipalities was that one school worked with a laminated schedule using picture support, as well as support from the leisure educators body language. The results of the study also show that the interviewed leisure educators use similar strategies when they face challenges with students with ADHD. They explained the importance of meeting the students in a low affective manner and allowing the student to recover before discussing any conflicts that may have arisen.

Advances in medication and support services in high schools have influenced the growing number of students with Attention Deficit Hyperactivity Disorder (ADHD) enrolling in colleges and universities. Unfortunately, their lower graduation rates and extended time to graduation creates multiple challenges to themselves, their institution’s, and their communities. Limited information is available regarding how disability services impact graduation rates for students with ADHD in higher education. More information is needed about how the practices instituted by disability support center leaders in post-secondary institution’s impact the graduation rates of students with ADHD. Retention, a financial and ethical concern for universities, is pushed to the forefront by lawmakers who demand an increased return on their state’s educational investment. Disability resource directors, school registrar officials, and disability resource center websites were data sources. Information was gathered about the number of students with ADHD that have graduated from each institution over the past three years. A non-experimental quantitative design (correlation) was used that provided a process for gathering information about use of disability services, which was then correlated and compared to the overall graduation rate of college students with ADHD over a three-year period. Qualitative information regarding types of services highlighted commonly used services and responses from directors were discussed regarding collaborative partnerships and training for faculty and staff. A positive correlation between use of services and graduation rate was found from examining one school that submitted complete data. Overall, the response rate was low, particularly for the colleges, which impacted the ability to respond to some of the research questions. Some directors noted a preference for the social theory of retention in support of why they don’t collect data on specific groups of students with disabilities, while others chose to not participate at all due to a lack of data tracking. Because funding for programming and targeted services depend on knowledge gained from data tracking, these findings may have implications for policy and practice. Educational leaders may be able to utilize the results of this study to shape future institutional policies and practices that impact the success of their students.

Att lyckas i skolan är den viktigaste faktorn för att också lyckas i livet och är än mer viktig för elever som har diagnosen adhd, eftersom de har större risk att hamna i en negativ livsspiral. Skolan har ett kompensatoriskt uppdrag och specialpedagogen kan vara en viktig del i att hjälpa till med att skapa en integrerad och bra lärmiljö för elever med diagnosen adhd. Elevhälsoarbetet i skolan förutsätter en hög grad av samverkan med olika interna och externa aktörer. Barn- och ungdomspsykiatrin är en av dessa. Syftet med denna studie är att belysa personalens beskrivningar av framgångsfaktorer och utmaningar i samarbetet mellan personal, på barn- och ungdomspsykiatrin och skolors elevhälsa, för att kunna stödja elever som har diagnosen adhd i deras utveckling och lärande. Den här kvalitativa studien bygger på intervjuer med personal från dessa verksamheter. Intervjuerna bestod av både fokusgruppsintervjuer och individuella semistrukturerade intervjuer. Intervjuerna transkriberades och sammanställdes utifrån studiens frågeställningar. Studiens urval var målinriktad och gjordes enligt bekvämlighetsprincipen. Informanterna från elevhälsan arbetade i en glesbygdskommun och deltagarna från barn- och ungdomspsykiatrin var verksamma i en stad men samverkar med informanterna i elevhälsan. Resultatet i studien visar att både skolan och barn- och ungdomspsykiatrin tycker att samverkan och samarbete mellan parterna är viktiga och nödvändiga. De största utmaningarna i samverkan tycks vara otydliga ramar för hur samarbetet ska fungera och oklarheter kring de olika professionernas uppdrag. De långa väntetiderna till barn- och ungdomspsykiatrin skapar också oro vid samverkan. I studien framkom också att samverkan i glesbygdskommuner innebär försvårande omständigheter. Resultatet tyder på att tydligare samverkansavtal bör arbetas fram och att all berörd personal bör göras delaktiga. / Success in school is the most important factor for success in life, and it is even more important for students with an ADHD-diagnosis, since they are in more danger of developing a negative spiral in life. Education has a compensatory duty and teachers in special education can be an important part in helping to create an integrated and meaningful learning environment for students with an ADHD-diagnosis. The work with the student health team within a school demands a high degree of cooperation between different internal and external players. BUP (child and adolescent psychiatry), which provides specialist care for children with mental health problems, is one of these players. The intention of this paper is to illustrate the personnel’s descriptions of not only the factors for success but the challenges as well, when it comes to the cooperation between the school´s student health team and BUP´s work to support students with the ADHD-diagnosis with their development and their learning. This qualitative study is based on interviews with personnel from these different arenas. The interviews where made with both focus groups, as well as semi structured interviews. The interviews where transcribed and compiled based on the intentions of this study. The selection was targeted and made according to the comfort principle. The informants from the student health team worked in a rural municipality, while the participants from BUP where based in a nearby city, but worked with the informants from the student health team. The result of the study shows that the school, as well as, BUP believes that cooperation and collaboration between these different arenas are important and necessary. The main challenges seem to be the lack of a defined framework that specifies how the cooperation should work as well as confusion about the responsibilities of the different professions. The long wait to BUP is also a cause for concern while striving for cooperation. The study also showed that cooperation within rural municipalities involves complicating circumstances. The result indicates that more clearly defined frameworks for cooperation should be developed and that all concerned personnel should be involved.

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