| Abstract [eng] |
Hyperactive children are often fidget, abstracted, impulsive, repetitious, make a lot of trouble to their parents and teachers. Children often feel unhappy, have low self-evaluation. Children who have attention disorders do not have a special class, an individual teacher’s assistant in Lithuania. One teacher must be able to work with such a child in the class of 25 - 30 children, and this is a very complicated situation to overcome all the difficulties. So, it was an attempt to examine and summarize the difficulties which teachers face and what methods apply while working with hyperactive children. The aims of this work: 1. To analyze the literature of Lithuanian and foreign authors about children who have hyperactive disorder. 2. Find out what hyperactive children relationship with the family. 3. To analyze the relationship between hyperactive children and their classmates at school. 4. To identify teachers’ applied methods while working with hyperactive children. 5. To find out the difficulties which face hyperactive children at school and what are their behavioral features. 6. Find out what learning difficulties experience hyperactive children. According to the researches, boys are four times as hyperactive as girls. Most hyperactive children have several friends in the class and can be leaders of the class. They take part in children’s activities in the same way as any other children of the class. According to the research, hyperactive children have more behavior, attention problems and learning difficulties than any other children of the class. Most hyperactive children have communication problems. Parents of hyperactive children collaborate with teachers to discuss encountered problems and learning difficulties. According to the research, teachers apply specific educational and behavioral strategies, a variety of teaching methods while working with hyperactive children. |
