Support for Two Children with AD/HD in a Regular Elementary School- Tutorial Training Combined with Social Training as a Group -

Abstract

The purpose of this study was to present a model for a homeroom teacher to use when supporting one or two children with AD/HD in a regular classroom of elementary schools. Participants were a class of 4th through 6th graders (including 2 boys with AD/HD) and their homeroom teacher. In this model, the cooperation was requested to the parents, the family doctor, the classmates, and the various institutions involved. Moreover, the systematic approach derived from the results of the classroom satisfaction scale (Q-U) was an effective assessment tool for the classroom management. As a result of tutorial training combined with the social training as a group, overall improvements were observed in the children’s behavior in 3 years of their school life. The educational support given to the boys with AD/HD consisted of not only the personal tutorial training, but also the class training sessions as a group.