The awareness of educational needs in adults suffering from ADHD still gives rise to special difficulties despite the developments in the diagnostic and clinical field and the educational importance of the consolidated approaches adopted in the school. The article outlines the educational approaches on which to base a research programme designed to define the profile, the assessment and the treatment of the adult person’s reality with an analysis of the conditions which characterise the syndrome. Promoting autonomy and the person’s education are organised on the basis of educational and methodology-teaching solutions which are orientated to the future, starting from an approach to the syndrome as a qualitative expression of a global and different function, rather than a quantitative and deficit expression. In this sense, the adult condition in the University becomes a field of investigation from which to bring out and reveal difficulties not acknowledged by the implementation of student orientation practices.

ADHD e difficoltà di apprendimento in età adulta. Considerazioni pedagogico-didattiche propedeutiche a un disegno di ricerca in ambito universitario / Zurru, A.L. - In: L'INTEGRAZIONE SCOLASTICA E SOCIALE. - ISSN 1720-996X. - 11:5(2012), pp. 481-491.

ADHD e difficoltà di apprendimento in età adulta. Considerazioni pedagogico-didattiche propedeutiche a un disegno di ricerca in ambito universitario

ZURRU, ANTIOCO LUIGI
2012

Abstract

The awareness of educational needs in adults suffering from ADHD still gives rise to special difficulties despite the developments in the diagnostic and clinical field and the educational importance of the consolidated approaches adopted in the school. The article outlines the educational approaches on which to base a research programme designed to define the profile, the assessment and the treatment of the adult person’s reality with an analysis of the conditions which characterise the syndrome. Promoting autonomy and the person’s education are organised on the basis of educational and methodology-teaching solutions which are orientated to the future, starting from an approach to the syndrome as a qualitative expression of a global and different function, rather than a quantitative and deficit expression. In this sense, the adult condition in the University becomes a field of investigation from which to bring out and reveal difficulties not acknowledged by the implementation of student orientation practices.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11584/115685
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