Social skills of children with attentional deficits and inclusive school settings

Abstract

ABSTRACT

The population of children with Attention Deficit Hyperactivity Disorder (ADHD) in school context has needs which are related not only to the curricular area, but also with the desire to be included in a group of peers. Although pharmacological therapies and behaviour modification techniques child-centred have positive effects, in recent years it is emerging the need to implement other complementary interventions that have the aim of changing attitudes of peer rejection towards these children, given the numerous studies that demonstrate the social isolation which affects these children with ADHD. In this line, the MOSAIC (Making Socially Accepting Inclusive Classrooms) model and peer-group interventions, are established as the most effective procedures, which are based on educational inclusion approach, for these purposes.  In this regard, investigations that are based their studies on the application of these modalities of intervention, have demonstrated their effectiveness in reducing disruptive behaviour of children with ADHD, in enhancing social interactions, and in reinforcing cognitive capacities such as attention.