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Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/37850

Titill: 
  • Titill er á ensku ADHD and Dyslexia in the Classroom. How can teachers effectively help children with ADHD and Dyslexia reach the same academic results as their peers?
Námsstig: 
  • Bakkalár
Efnisorð: 
Útdráttur: 
  • Útdráttur er á ensku

    It is a well-known fact that some students have learning challenges, some are able to
    deal with them with medication, therapy, special needs programs, and so on. This thesis
    explores two learning challenges in the classroom, ADHD, and Dyslexia. These
    learning-challenges make it difficult for children to study the same subjects as their
    peers with the same results because they just are not receiving enough help. The
    diagnostic procedure for both challenges can range from just a few months if the parents
    go the private way, which is very expensive, all the way up to years of waiting lists and
    tests if they go through the “proper” official channels through the government and the
    schools. This lengthy process can have a strong influence on the child’s mental state as
    well as educational progress, because if they do not receive the right diagnosis, they will
    not receive the proper help in school, seeing as the schools do not receive extra funding
    for special needs children if they are not properly diagnosed. This diminishes their
    ability to reach the same academic results as their peers and makes it harder for them to
    further educate themselves in secondary school or even the university. Exploring the
    diagnostic methods and possible methods for teachers to help these students is therefore
    extremely important and necessary to further improve the individuality of the
    classroom. Providing teachers with the knowledge about these learning-challenges
    along with methods that allows them to help their students in the classroom, not only
    with physical tools, but with mental assistance as well, is important so that students with
    ADHD and dyslexia are better equipped to handle difficult situations that derive from
    these learning-challenges and reach the same or similar results as their peers.

Samþykkt: 
  • 3.5.2021
URI: 
  • http://hdl.handle.net/1946/37850


Skrár
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Ba_Thesis_Hafrún_Ósk_Hafsteinsdóttir.pdf299.58 kBOpinnHeildartextiPDFSkoða/Opna
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