Volume 3, Issue 163 (9-2021)
J Except Educ 1400, __(163): 91-91 |
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ASILIAN A, - momeni mahmouei H, AJAM A A. Supplementary Curriculum Model for Students with
Attention Deficit /Hyperactivity Disorder (AD/HD) with
Emphasis on the Brain. J Except Educ 2021; 3 (163) :91-91
URL: http://exceptionaleducation.ir/article-1-2241-en.html
URL: http://exceptionaleducation.ir/article-1-2241-en.html
1- Torbat Heydariyeh Azad University
2- Torbat Heydariyeh Azad University ,momenimahmouei@yahoo.com
2- Torbat Heydariyeh Azad University ,
Abstract: (3465 Views)
Abstract
Background and Purpose: The aim of this study was to design and validate a complementary curriculum
model that is compatible with the brains of low attention and hyperactive students.
Materials and Methods: Mixed research is exploratory. The qualitative part used documentary analysis and
qualitative content and the quantitative part used survey research method. Qualitative statistical population,
documents, databases, experts in curriculum planning, psychology, brain and quantitative sciences, education
counseling and primary school teachers in Mashhad were selected by purposive sampling and multi-stage
clusters.To validate the model, a researcher-made questionnaire and a semi-structured interview were used,
which was saturated with 17 interviews. Data validity and reliability were confirmed by member review, content
validity and Cronbach’s alpha. The validity of the interviews was done with the strategy of controlling the interview
data with the data of valid scientific documents and the characteristics of the elements and components of the
desired curriculum were identified.
Results: In model validation, the agreement of experts was estimated to be 79.93%. Significance level was
considered more than 0.05.Therefore, the characteristics and brain needs of these students should be given
priority in the supplementary curriculum, elimination of time constraints, reduction of course units, assignments
and assessments, and teaching methods that require more activity and interaction should be presented in a
variety of attractive forma
Conclusion: To reduce the problems of Low attention and hyperactive students, special attention should be
paid to lesson planners to the role of brain-based complementary curriculum elements.Based on the results
of organizing the goals and content for the students in question, changes will be made, more emphasis will be
placed on some goals, and the content of skills training, assignments and assessments will be emphasized in
attractive and diverse formats such as software.
Background and Purpose: The aim of this study was to design and validate a complementary curriculum
model that is compatible with the brains of low attention and hyperactive students.
Materials and Methods: Mixed research is exploratory. The qualitative part used documentary analysis and
qualitative content and the quantitative part used survey research method. Qualitative statistical population,
documents, databases, experts in curriculum planning, psychology, brain and quantitative sciences, education
counseling and primary school teachers in Mashhad were selected by purposive sampling and multi-stage
clusters.To validate the model, a researcher-made questionnaire and a semi-structured interview were used,
which was saturated with 17 interviews. Data validity and reliability were confirmed by member review, content
validity and Cronbach’s alpha. The validity of the interviews was done with the strategy of controlling the interview
data with the data of valid scientific documents and the characteristics of the elements and components of the
desired curriculum were identified.
Results: In model validation, the agreement of experts was estimated to be 79.93%. Significance level was
considered more than 0.05.Therefore, the characteristics and brain needs of these students should be given
priority in the supplementary curriculum, elimination of time constraints, reduction of course units, assignments
and assessments, and teaching methods that require more activity and interaction should be presented in a
variety of attractive forma
Conclusion: To reduce the problems of Low attention and hyperactive students, special attention should be
paid to lesson planners to the role of brain-based complementary curriculum elements.Based on the results
of organizing the goals and content for the students in question, changes will be made, more emphasis will be
placed on some goals, and the content of skills training, assignments and assessments will be emphasized in
attractive and diverse formats such as software.
Keywords: Attention Deficit/Hyperactivity (AD/HD), Brain Emphasis, Complementary Curriculum, Curriculum Elements, Hyperactivity and Low attention
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2020/Nov/Sun | Revised: 2021/Nov/Sat | Accepted: 2021/Aug/Tue | Published: 2021/Aug/Fri | ePublished: 2021/Aug/Fri
Received: 2020/Nov/Sun | Revised: 2021/Nov/Sat | Accepted: 2021/Aug/Tue | Published: 2021/Aug/Fri | ePublished: 2021/Aug/Fri
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