en English is Íslenska

Thesis (Master's)

University of Iceland > Félagsvísindasvið > Meistaraprófsritgerðir - Félagsvísindasvið >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1946/35299

Title: 
  • Title is in Icelandic Nemendur með ADHD og grunnskólagangan: þátttaka, umhverfi og þjónusta við hæfi
  • Students with ADHD and primary school education: Participation, environment and suitable services.
Degree: 
  • Master's
Abstract: 
  • Abstract is in Icelandic

    Markmið ritgerðarinnar var að varpa ljósi á reynslu tveggja ungmenna, sem greind eru með ADHD, af grunnskólagöngu þeirra ásamt því að kanna hvernig skólaumhverfinu gengur að koma á móts við þarfir þeirra. Rannsóknin er byggð á eigindlegum rannsóknarhefðum og unnin samkvæmt sniði tilviksrannsókna en stuðst við vinnuaðferðir grundaðrar kenningar við úrvinnslu gagna. Gögnin voru byggð á níu viðtölum og þrem vettvangsathugunum. Lykilþátttakendur voru tvö ungmenni og aðrir þátttakendur voru mæður þeirra og umsjónarkennarar og deildarstjóri frá öðrum skólanum ásamt þremur fulltrúum frá tveimur þjónustumiðstöðvum sem koma að málefnum barna með ADHD. Fram kom hjá ungmennunum að reynsla þeirra af grunnskólagöngunni var blendin. Þau voru nokkuð sátt framan af skólagöngunni eða á yngri skólastigum en áttu í meiri erfiðleikum á efsta stigi. Þau gerðu sér grein fyrir erfiðri stöðu sinni og tengdu það ýmist við sjálfa sig eða námsumhverfið. Mæðurnar tvær höfðu áhyggjur af skorti á skilningi og aðlögun í skólunum gagnvart börnum þeirra með ADHD. Niðurstöður í heild benda til að þjónusta skóla beinist frekar að hegðun barna með ADHD í stað þess að laga skólaumhverfinu að þörfum þeirra. Athygli ætti að beinast að því hvernig skerðingar sem fylgja ADHD skarast við þætti í umhverfinu. Megin niðurstöður rannsóknarinnar benda á mikilvægi þess að samspil milli skerðingar og umhverfisþátta eigi sér stað. Sá skilningur er einmitt leiðandi í ýmsum lagaákvæðum sem snúa að börnum og menntun.

  • The aim of the thesis was to highlight the experiences of two young people diagnosed with ADHD in their elementary school, as well as to explore how the school environment responded to their needs. This is a qualitative study, following a case study format and was based on the working methods of grounded theories in data analysis. The data was based on nine interviews and three observations. Key participants were two young people and other participants were their mothers and their supervisory teacher along with the Head of department from one of the schools, as well as three representatives from two consultation centers dealing with the issues of children with ADHD. The youths stated that their experience of the elementary school was mixed. They were somewhat comfortable at the start of their primary school education or at younger levels but had more difficulties at later levels. They voiced their difficult position and linked it either to factors within themselves or the learning environment. The two mothers were concerned over lack of understandings and adaptations in schools towards their children with ADHD. Overall findings indicate that school services seem to be more focused on the behavior of students with ADHD rather than adjusting the school environments in line with these student’s needs Attention should be paid to how ADHD impairment factors intersect with environmental factors within schools. The findings of the study point to the importance of focusing on the relation between impairment and the environment in relation to disabled students, including students with ADHD. Such relational understanding is in fact dominant in various legal provisions relating to children and education.

Accepted: 
  • May 14, 2020
URI: 
  • http://hdl.handle.net/1946/35299


Files in This Item:
Filename Size VisibilityDescriptionFormat 
Yfirlýsing .pdf335.56 kBLockedDeclaration of AccessPDF
MA-ritgerð - 13. maí 2020 - PDF (3).pdf2.11 MBOpenComplete TextPDFView/Open