Academic Self-Regulation on Students with Attention Deficit Disorder with or without Hyperactivity: Parents’ and Educators’ Point of View

Mairi Giannopoulou

doi:10.4236/jss.2019.78008

Abstract

This paper aims to highlight the ways that students with Attention Deficit Disorder with or without Hyperactivity use for their academic self-regulation. The reasons that motivate students to specific reactions and behaviors during their schooling, both at school and at home are examined in detail. A basis is given to special educators’ and parents’ actions in order to present the implemented actions to enhance academic self-regulation.

Highlights

Students with special educational needs or disabilities have significant behavioral deficits, which affects their general integration into any community
This paper aims to highlight the ways that students with Attention Deficit Disorder with or without Hyperactivity use for their academic self-regulation
In the first research question, “What are the reasons why a child with Attention Deficit/Hyperactivity Disorder studies their lessons at home”, it is obvious that due to reduced learning interest, lack of organization and resignation associated with the disorder itself, students rarely complete their schoolwork

Summary

Introduction

Students with special educational needs or disabilities have significant behavioral deficits, which affects their general integration into any community. According to scientists, self-regulatory skills can be taught and can effectively help people with disabilities [1]. Self-regulating learning gradually has to be a high priority in the educational process as it has many benefits. Research shows that children improve their academic performance, and strengthen socially [2]. Autonomy and independence from teacher and parent guidance is an important achievement of self-regulating learning as it contributes to the self-identification of the individual.

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