The integration of students with Attention Deficit Hyperactivity Disorder or ADHD in the primary classroom today implies a process of awareness on the part of the teacher corresponding to the level, in two fundamental aspects:
1.- Knowledge of causes and effects at a neuropsychological level regarding ADHD and its implications for the child’s behavioral development within their school, social, and family context.
2.- Mastering didactic and pedagogical competencies for managing and applying the various key neurodidactic strategies for the benefit of teaching and learning processes carried out in the primary education classroom for children with ADHD.
ADHD: The Beginning
Firstly, it is necessary to address the knowledge of causes and effects at a neuropsychological level regarding ADHD and its implications for the child’s behavioral development, in addition to its impact on school, social, and family development. In this area, it is relevant for the teacher to understand the origin, conception, and characteristics of ADHD to be able to pedagogically plan, execute, and evaluate actions based on concrete realities in the classroom.
First, it is necessary to define ADHD, which constitutes a type IV disorder within the set of pathologies that are part of learning difficulties; this makes the work more arduous and difficult for the teacher if they do not master the necessary tools for its approach and integration. ADHD “is characterized by a series of cognitive or neuropsychological dysfunctions that, together with behavioral manifestations, produce a widespread impact on different areas of development” (Romero and Lavigne 2005) where the child’s behavior shows inadequate responses and, likewise, receives little understanding from those around them. However, with psychoeducational therapy, the severity of the problem significantly decreases.
Likewise, it is important to add that to determine an ADHD diagnosis, at least 6 criteria for inattention, three for hyperactivity, and one for impulsivity must be present. These must appear before 7 years of age and in different contexts or scenarios.
Now, many might ask, what is the neuropsychological origin that produces ADHD? To answer this question, it is necessary to look at neurobiology because “the etiology of ADHD is neurobiological in humans with a high incidence of genetic and neurobiological factors” (Romero and Lavigne 2005 p. 132). That is, perinatal and socio-educational biological factors have important effects on “pathogenesis,” on the child’s behavioral development, and the evolution of the syndrome.
In this sense, and regarding its genetic and biological precedence, in the child’s brain, according to various meta-analyses on ADHD, the identification of some genes that could contribute to its susceptibility and the finding of an “immaturity in neurotransmission systems, especially in dopaminergic and noradrenergic circuits and, to a lesser extent, in serotoninergic ones” (Cantallop 2015 p. 133) have been determined.
With these mentioned errors, the consequence is less dopamine in the processes of “cerebral synapse,” correlated with reward and motivation systems, as well as the existence of low levels of noradrenaline, which impacts the performance of executive functions, and lower levels of serotonin, significantly affecting the child’s mood states.
Therefore, now knowing the neuropsychological origin of ADHD, it is also necessary to know some of the external factors that can develop this disorder: (1) lead contamination can cause distractions, hyperactivity, and lack of attention; (2) consumption of nicotine or alcohol during pregnancy; (3) low birth weight, poor maternal nutrition; and (4) eclampsia, fetal stress, and hemorrhages before pregnancy. Additionally, psychofamilial factors such as large families, low economic status, adoptions, and dysfunctional families, among others, can be added.
Improving the Behavioral Development of the Child with ADHD in the Primary Classroom
Having addressed the development of ADHD in the primary classroom by the student, it is also important for the teacher to have knowledge of some psycho-pedagogical therapy strategies, based on neurodidactics, which can be of great help when developing better integration in the primary classroom in concrete situations where deficits are observed in planning, abstraction, problem-solving, temporal ordering of stimuli, planning, concept formation, and the development and implementation of metacognitive strategies.
Based on the above, it is suggested to work with the child with ADHD according to the deficiencies and behavioral development presented by them. In this regard, Fernández A, Caraballo, and Venturi J. (2021) establish the basic executive components, which should be intervened with neurodidactic strategies:
Alternation, which implies the ability to flexibly switch between various mental operations or schemes. In this function, activities that stimulate brain neuroplasticity, presenting learning scenarios that allow for changes in knowledge, contexts, and situations, strengthen the synaptic process in the child’s brain.
Permanence and organization in working memory. For this executive function, one can work with the creation of graphic organizers, especially the construction of mind maps, being a fun and practical tool for students of any age. The use of the mentioned strategy is convenient for children with ADHD because it helps them plan, organize, and memorize work guidelines.
Likewise, an excellent strategy for cognitive flexibility, which “is the ability to alternate between different performance criteria, mental sets, or operations according to the changing demands of the context” (Caceres and Vera, 2019 p.22), is the use of activities applied in real scenarios. These allow for investigation, experimentation, and inquiry, stimulating creative thinking and unforeseen decision-making, as well as organized problem-solving.
With the mentioned strategy, exploration and feedback are immediately addressed, which would constitute another key neurodidactic strategy to stimulate the capacity for self-sufficiency, self-management, and autonomy in the performance and development of school activities, as well as adapting to new situations, schemes, and learning.
To this set of strategies, “mirror neurons” can be added. What better neuroeducational strategy than the example of the teacher and their own peers, because it demonstrates, through the observation of certain planned behaviors, reciprocity and tactics within the daily routine of the school context.
To conclude, the stimulation and development of “strategic capacity and cooperation” can be suggested through the design of didactic strategies that involve movement. Although classroom spaces may be limited, certain team game activities can be adapted that involve defined movements without speed. These strategies are excellent for brain oxygenation, as well as for student activation (ibid).
Ultimately, in the school context, brain neuroplasticity implies that behaviors throughout life can be optimized, including disorders inherent to the learning process and especially ADHD, which is not an exception to be improved through educational psychotherapy. Of course, these strategies applied by the teacher will not have greater success if they do not include emotional tools that allow for the integral and cohesive balance and development of the child’s behavior, with positive, stimulating, and flexible responses to human behavior.
Bibliography
Cáceres L, y Vera A, (2019) Claves de la Neuroeducación Mejorar Los Procesos de Aprendizaje Copyright © Todos los derechos reservados de autor Luz Dary Cáceres y Alberto Vera Conoce el secreto detrás de la Neuroeducación”
Cantallops A, (2015). Neuropsicología Pediátrica. Casa del libro. https://www.casadellibro.com/libro-neuropsicologia-pediatrica/9788490771938/2621448
Fernández A, Caraballo y Venturi J. (2021). Dificultades ante el aprendizaje. Un abordaje multidisciplinario. (https://www.fhuce.edu.uy/index.php/ciencias-de-la-educacion/publicaciones-educacion/8144-libro-dificultades-ante-el-aprendizaje-un-abordaje-multidisciplinario-ana-maria-fernandez-caraballo-y-joaquin-venturni-corbellini-direccion
Romero y Lavigne (2005). Materiales para la Práctica Orientadora Volumen No 1 CONSEJERÍA DE EDUCACIÓN. https://www.uma.es/media/files/LIBRO_I.pdf