SCHOOL INCLUSION OF STUDENTS WITH ADHD IN ELEMENTARY SCHOOL. A CASE STUDY ON THE IMPACT OF A PERSONALIZED INTERVENTION PLAN AND COMPARATIVE PERSPECTIVES: ROMANIA–SCOTLAND
SCHOOL INCLUSION OF STUDENTS WITH ADHD IN ELEMENTARY SCHOOL. A CASE STUDY ON THE IMPACT OF A PERSONALIZED INTERVENTION PLAN AND COMPARATIVE PERSPECTIVES: ROMANIA–SCOTLAND

Summary/Abstract: This article analyses the inclusion of students with attention-deficit/hyperactivity disorder (ADHD) in primary education from the perspective of individualized educational intervention and collaboration among schools, families, and specialists. The research is based on a case study conducted over the course of a school year, focusing on a 10-year-old student diagnosed with combined-type ADHD who was integrated into a mainstream school. Complementary research methods and tools were used, including the Conners Scale 3, systematic observation, analysis of educational documents, and semi-structured interviews with the parents, the classroom teacher, and the itinerant and support teachers. The intervention was implemented through a Personalized Intervention Plan aimed at improving concentration, developing behavioural self-regulation, enhancing academic performance, and facilitating social integration. The results highlight significant improvements in ADHD-related symptoms, a reduction in the frequency of problematic behaviours, and improvements in academic performance and relationships with peers. To complement the case study analysis, the article offers a comparative perspective on inclusion practices developed in Romania and Scotland, highlighting both the strengths and limitations of the two educational systems. The findings underscore the importance of early intervention, multidisciplinary collaboration, and the adaptation of teaching strategies to the individual needs of students with ADHD.

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