PSYCHO-PEDAGOGICAL INTERVENTION STRUCTURED ON COMPONENTS SPECIFIC TO READING AND WRITING ACTIVITIES
PSYCHO-PEDAGOGICAL INTERVENTION STRUCTURED ON COMPONENTS SPECIFIC TO READING AND WRITING ACTIVITIES

Summary/Abstract: This research aims to investigate the efficacy of the psycho- pedagogical intervention program structured on techniques that develop the organizational skills of students with attention deficit hyperactivity disorder who have reading and writing difficulties. The complex of manifestations specific to attention deficit and hyperactivity emerges and develops in the context of mainstream school and the psycho-pedagogical intervention depends, in any context, upon teachers’ experience and knowledge. Customizing the intervention according to the learning difficulties encountered in the field of reading and writing, was a necessity in the development of the psycho-pedagogical intervention program, executive functioning deficits reflecting differently in the sphere of reading and writing, fact proven by the studies. Psycho-pedagogical intervention techniques can be implemented by the classroom teacher without disturbing students’ educational program, through management techniques of the time for study / individual work in the classroom, planning techniques, prioritizing techniques, self-monitoring techniques, techniques for preparing the materials for school.

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