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master's thesis
Prilagodba nastave povijesti učenicima s ADHD-om
Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences, 2024. urn:nbn:hr:131:693156
Baričević, Ivona
University of Zagreb
Faculty of Humanities and Social Sciences
Department of History

Institutional repository: ODRAZ

Cite this document

Baričević, I. (2024). Prilagodba nastave povijesti učenicima s ADHD-om (Master's thesis). Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:131:693156

Baričević, Ivona. "Prilagodba nastave povijesti učenicima s ADHD-om." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2024. https://urn.nsk.hr/urn:nbn:hr:131:693156

Baričević, Ivona. "Prilagodba nastave povijesti učenicima s ADHD-om." Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, 2024. https://urn.nsk.hr/urn:nbn:hr:131:693156

Baričević, I. (2024). 'Prilagodba nastave povijesti učenicima s ADHD-om', Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, accessed 28 December 2024, https://urn.nsk.hr/urn:nbn:hr:131:693156

Baričević I. Prilagodba nastave povijesti učenicima s ADHD-om [Master's thesis]. Zagreb: University of Zagreb, Faculty of Humanities and Social Sciences; 2024 [cited 2024 December 28] Available at: https://urn.nsk.hr/urn:nbn:hr:131:693156

I. Baričević, "Prilagodba nastave povijesti učenicima s ADHD-om", Master's thesis, University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, 2024. Available at: https://urn.nsk.hr/urn:nbn:hr:131:693156

Metadata
TitlePrilagodba nastave povijesti učenicima s ADHD-om
Title (english)Adapting history lessons to students with ADHD
AuthorIvona Baričević
MentorSnježana Koren (mentor)
MentorAleksandra Mindoljević Drakulić (mentor)
MentorDea Marić (konzultant)
Committee memberSnježana Koren (član povjerenstva)
Committee memberZrinka Nikolić Jakus (predsjednik povjerenstva)
Committee memberAleksandra Mindoljević Drakulić (član povjerenstva)
GranterUniversity of Zagreb
Faculty of Humanities and Social Sciences
(Department of History)
Zagreb
Defense date and country2024-09-18, Croatia
Scientific / art field,
discipline and subdiscipline		INTERDISCIPLINARY AREAS OF KNOWLEDGE
Educational Sciences (Child and Educational Psychology, Sociology of Education, Political Science of Education, Economics of Education, Anthropology of Education, Neurosciences and Early Learning, Educational Disciplines)
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
History
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
School Psychology and the Psychology of Education
Abstract
Učestalost poremećaja pažnje i hiperaktivnosti, odnosno ADHD-a u općeobrazovnom sustavu je u porastu, dok istovremeno prevladava mišljenje da ova dijagnoza ne zahtijeva posebne obrazovne intervencije. Ipak, školske intervencije važna su komponenta sveobuhvatnog postupanja prema djeci s ADHD-om. Poučavanje povijest učenicima s ADHD-om može biti izazovno jer imaju visoko individualizirane potrebe učenja, koje proizlaze iz složenosti i komorbiditeta ovog sindroma. Brojna istraživanja potvrdila su učinkovitost različitih intervencija u razredu te naglasila potrebu za obrazovanjem koje se temelji na alternativnim i suvremenim pristupima podučavanju i učenju za učenike s ADHD-om. Za postizanje takvog cilja potrebno je da nastavnici razumiju potrebe i mogućnosti učenika te da učinkovito planiraju aktivnosti nastave. Prepoznavanje i razumijevanje dominantnih stilova učenja kod učenika s ADHD-om značajno će unaprijediti kvalitetu poučavanja.
Abstract (english)
The prevalence of attention deficit hyperactivity disorder (ADHD) in the general education system is on the rise, while at the same time, the prevailing opinion is that this diagnosis does not require special educational interventions. However, school interventions are an important component of comprehensive care for children with ADHD. Teaching history to students with ADHD can be challenging because they have highly individualized learning needs, which stem from the complexity and comorbidities of this syndrome. Numerous studies have confirmed the effectiveness of various classroom interventions and emphasized the need for education based on alternative and contemporary teaching and learning approaches for students with ADHD. To achieve this goal, it is necessary for teachers to understand the needs and abilities of students and to effectively plan teaching activities. Recognizing and understanding the dominant learning styles of students with ADHD will significantly improve the quality of teaching.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:131:693156
Study programmeTitle: History; specializations in: Research, Teaching
Course: Teaching
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra edukacije povijesti (magistar/magistra edukacije povijesti)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2024-09-24 14:02:27