Imiphumela ye-ADHD yaziwa nangokuthi yenzeka esifundweni saseyunivesithi[1]; abafundi baseyunivesithi abane-ADHD, empeleni, banamamaki aphansi aphansi futhi mancane amathuba okuthi bagcwalise indlela yabo yokufunda[3]. Enye yezimbangela zalokhu ingalala kwekhono elibi lokuzilawula ngokuziphatha komuntu[2].
Isu elifundayo elisiza kakhulu ukuvuselelwa okuphindaphindiwe kolwazi olufundwe, ezizohlotshaniswa nenani lemibono elihlanganiswe kwimemori yesikhathi eside ephakeme kunalena engaba khona ngamaseshini wokufunda noma ukufundwa okuphindwe kabili kwesihloko esifanayo[4]. Ukungenelwa ezikhathini zokuqinisekiswa noma ukuzihlola kulokho okufundwe (ngokwesibonelo, ngama-flashcards) kuzothuthukisa zombili izici ze-mnemonic nokuqwashisa nge-metacognitive maqondana nalokho okufundile.

Njengoba kunikezwe imiphumela yesu lokutadisha elisanda kushiwo nobunzima obuhlobene nalo imisebenzi ephezulu kuvame ukubakhona kubantu abane-ADHD, Knouse nozakwabo[2] ifune ukuphenya ukuthi ngabe abantu abane-ADHD bakwazile yini ukuzuza ekubuyiselweni kolwazi okuphindaphindwayo ukuhlanganisa ukufunda kumemori.

Ucwaningo

Izazi zisebenzisa isampula yabantu ehlanganisa izitshudeni zasekolishi ezingama-58 nge-AdHD kanye nezitshudeni zasekolishi eziyi-112 ezingenayo i-ADHD Isampula yonke ihlukaniswe ngamaqembu amabili:


  • Iqembu lalikhona mahhala ukufunda izincazelo zamagama asemqoka ngendlela acabange ngayo.
  • Leli elinye iqembu esikhundleni salapho bekufanele liqhubeke inqobo nje uma lingakwazi phinda kahle incazelo ngayinye amahlandla amathathu.

Ezenye

Ngokuphikisana nalokho obekulindelwe, akukho eqenjini kwakungekho mehluko phakathi kwabafundi abane-ADHD nangaphandle kwe-ADHD. Empeleni, abafundi abane-ADHD bakwazi ukufunda njengabo abanye, kungaba ngokuzimela aphathe ngokwawo amasu wokufunda, noma asebenzise isu elibekwe abanye (ukuphinda usebenzise umthetho kulungiswe kathathu komqondo ofanayo).

Kodwa-ke, kufanele kubhekwe izici ezimbili ezibalulekile:

Esokuqala ukuthi ukufunda nenkambiso yokufeza kabusha imiyalo emithathu efanelekile yencazelo efanayo kwakusebenza kangcono kunokufunda ngokuzimela (kepha sizokhuluma ngalokhu kwesinye isihloko).

Into yesibili ebalulekile ephathelene nemikhawulo yalolu cwaningo. Abahlanganyeli abane-ADHD kulolu cwaningo kungenzeka bangabi ngabameli boqobo njengoba bengabafundi baseyunivesithi kuphela. Kungenzeka ukuthi kunokuphikisana okukhethiwe nokuthi, lapho kufakwe kuphela abafundi basenyuvesi kwisampula, ama-ADHD akhethiwe ayesebenza kakhulu ngokwesilinganiso. Ukuqinisekiswa okuyingxenye kwale nkinga kunikezwa ukuhlolwa kwamagama asetshenziselwa ukulinganisa i-IQ yomlomo.
Ukuhunyushwa kwale miphumela kufanele-ke kukhawulelwe abafundi basenyuvesi Abantu baseMelika, ukubeka ukuqaphela okukhulu ekunwebeni kuso sonke isibalo sabantu abadala abane-ADHD.

Bibliografia

  1. UDuPaul, GJ, Weyandt, LL, O'Dell, SM, & Varejao, M. (2009). Abafundi basekolishi abane-ADHD: Isimo samanje nezinkomba zesikhathi esizayo. Ijenali yokuphazamiseka ukunakwa, 13(3), i-234-250.
  2. Knouse, LE, Rawson, KA, & Dunlosky, J. (2020). Bazuza malini abafundi basekolishi abane-ADHD kwimikhuba yokubuyisa lapho befunda izincazelo zegama lekhiye? Ukufunda nokufundisa, 68, 101330.
  3. I-Nugent, K., & Smart, W. (2014). Ukunaka / ukusilela / ukuphazamiseka kwe-hyperactivity in abafundi be-postecondary. Isifo se-Neuropsychiatric kanye nokwelashwa, 10, 1781.
  4. I-Rowland, CA (2014). Umphumela wokuhlola uqhathanisa nokubuyiselwa kokugcina kabusha: ukubukeza kwe-meta-analytic komphumela wokuhlola. Bulletin yengqondo, 140(6), i-1432.
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