In 1798, a Scottish-born physician andauthor, Sir Alexander Crichton (1763-1856), described what seems to be a similar mental state much like the inattentive subtype of ADHD, in his book: An inquiry into the nature and origin of mental derangement: comprehending a concise system of the physiology and pathology of the human mind and a history of the passions and their effects. In the chapter “Attention”, Crichton described a “mentalrestlessness”. The incapacity of attending with a necessary degree of constancy to any one object, almost always arises from an unnatural or morbid sensibility of the nerves, by which means this faculty is incessantly withdrawn from one impression to another. It may be either born with a person or it may be the effect of accidental diseases. Dr. Crichton (1798) suggested that thesechildren needed special educational intervention and noted that it was obvious that they had a problem attending even how hard they did try. Alexander Crichton (1798) was almost two centuries ahead of his time in his observations of what is now known as the Inattention subtype of ADHD. He wrote about the salient features of this disorder, including attention problems, restlessness, early onset, andhow it can affect schooling, without any of the moralism introduced by George Still and later authors of the subject.
Students with Attention Deficit Hyperactivity Disorder (ADHD) show a low motivation in classroom. Abraham Maslow’s Theory (1950), is one of the most widely discussed theories of motivation such as Erickson’s theory of Human development. Somestudents seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge and stimulate them. Whatever level of motivation students bring to the classroom will be transformed, for better or worse, by what happens in that classroom. This study pretends to help determine if the internal or external factors that motivate children can be changed by teachers.Purpose
The purpose of this research is to establish the importance of strategies, methods and stimulations that teachers use in classroom with students that have Attention Deficit Hyperactivity Disorder (ADHD) and how is the student’s progress and academic achievement in the classroom.
Children with ADHD, in particular, have a hard timefollowing rules in class. Not because they want to misbehave, often because they are impulsive and do not have the ability to concentrate for as long as their classmates therefore forgetting easily. Students with Attention Deficit Hyperactivity Disorder (ADHD) show problems in more than one academic area in which they do not show a high motivation or interest making them not to perform the way they...