Factors affecting the academic performance of children with ADHD in inclusive setting

• Main Author: Ebio, Ma. Easter Rose O.
• Format: text
• Language: English
• Published: Animo Repository 2016
• Subjects: Attention-deficit hyperactivity disorder; Behavior disorders in children
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5793
• Institution: De La Salle University

There is an issue regarding the need for and the effectiveness of treatment for children with attention-deficit hyperactivity disorder (ADHD) despite years of study and multiple investigations reporting beneficial effects of the treatments (Vujnovic, Fabiano, Pariseau & Naylor, 2013). A multiple case study was conducted by identifying elementary students with ADHD in inclusive classroom and explored factors that can be associated with success or failure in academic performance with its initial foci on psychological and pharmacological treatment. Four elementary student with ADHD enrolled in inclusive setting signified from twenty-five elementary students with ADHD. Given the little sample population, majority of the respondents were male at ninety-six percent (96%). Both the pharmacological and psychological treatment were able to address the presenting issues of ADHD in all of the students included in the studies. Adherence and non-adherence to treatment can greatly affect the academic performance of all the students. Pharmacological and psychological treatment were further enhanced by having a small class size, accommodations, support of peers, and family. These factors are mainly in the students environments that lead to the symptoms manifesting in different areas of functioning. Despite recent advances in treatment research, significant knowledge gaps remain. The results of the study can serve as springboard for more researches on: the long term effect/s of medical, educational, and combined treatment to the academic performance of learners with ADHD, the readiness of regular education teachers in handling learners with ADHD, the lived experiences of regular teachers in handling learners with ADHD.