Ukuba i-ADHD kwiimeko ezininzi inefuthe elibi ekusebenzeni kakuhle kwezemfundo kuyaziwa. Ngokwenxalenye, sele sigxile kwesi sihloko ngokuya kubona Yeyiphi imiba ye-IQ enefuthe elikhulu ekusebenzeni kwesikolo xa kufunyaniswa ukuba isifo se-ADHD sikhona.

Kodwa ngoku makhe sithethe ngolunye uphando[1]. Ngeli xesha elinye iqela lezenzululwazi lihlolisise izifundo ezithi, phakathi konyaka we-1980 nowe-2012, ziphanda ngeziphumo ze-ADHD kwiimvavanyo ezikumgangatho ofanayo zokufunda kwesikolo (ukufunda, ukubhala, ukubala nokunye okufana nenkcubeko ngokubanzi) nakwindlela yokusebenza yesikolo. Xa usenza lo msebenzi, uArnold noogxa bakhe babuza imibuzo ethile kwaye le yeyona iphambili:

  • I-ADHD ikuchaphazela njani ukufunda kwesikolo emva kweminyaka emibini nangaphezulu?
  • Unyango ngeendlela ezahlukeneyo ze-ADHD zikuchaphazela njani ukusebenza kwesikolo?
  • Iindidi ezahlukeneyo zonyango lwe-ADHD zichaphazela njani iinkalo ezithile zokufunda kwesikolo?

iziphumo

Iziphumo zokuqala ezivele kolu phando kukuba abantu abane-ADHD bayenza loo nto ezingezizo Unyango aluboniswanga amanqaku asezantsi kuma-75% ukuya kuma-79% amanyathelo athatyathiweyo (iimvavanyo ezikumgangatho ofanayo kunye nokusebenza okwenziwayo).


Isiphumo sesibini siphathelele kuthelekiso phakathi kwabantu abanyangelweyo kunye nabangekhoyo kwi-AdHD. Xa kuthelekiswa neqela labantu abangafundiswanga, abo bane-ADHD abafumene uhlobo oluthile lonyango babonisa uphuculo olubalulekileyo kwi-80% yeemvavanyo ezimiselweyo kunye neepesenti ezingama-40 zeparameter yokusebenza kwesikolo.

Okokugqibela, isiphumo sesithathu sichaphazela umahluko phakathi koncedo: ukuba ngaba unyango lwalusokhemesti, kwabakho ukuphuculwa kwama-75% kuvavanyo olusemgangathweni kwaye kuma-33% yeeparamitha ezinxulumene nokusebenza kwezifundo; ukuba ngaba unyango belunjalo ezingezizo kwezonyango, ukuphuculwa bekubandakanya ama-75% ovavanyo olufanayo kunye ne-50% yeeparamitha zesikolo; okokugqibela, ukuba ngaba unyango beludibene (ekhemisi kunye ne-non-pharmacological kwangaxeshanye), uphuculo oluchaphazelekayo yi-100% yeemvavanyo ezimiselweyo kunye ne-67% yeeparamitha zesikolo.

Unganomdla kwi: Ngaba ukusebenzisa i-satnav kuthoba amandla ethu okuqonda?

Iziphelo

Njengoko kulindelwe, i-ADHD engafundwanga inxulunyaniswa nenqanaba eliphezulu lesiphumo esibi sesikolo. Nangona kunjalo, kwezi meko kunokuba luncedo ukungenelela kunyango oluthile, zombini i-pharmacological kunye ne-non-pharmacological. Ngaphaya koko, ukudibanisa ezi ndlela zonyango zibonisa ukuba luncedo ekunyuseni intsebenzo yexesha elide yokufunda (zonke izifundo eziphononongiweyo ziqwalaselwe ukuphuculwa kobuncinci iminyaka emibini).
Kufuneka kuqatshelwe, nangona kunjalo, ukuba umahluko phakathi kweentlobo ezahlukeneyo zonyango awuzange uhlaziywe kolu phando. Kuyabonakala ukuba kufanelekile ukuba abaphandi bagxile kwiindidi ezahlukeneyo zonyango kunye neendlela ezahlukeneyo zokufundisa ezinokuthi zisebenze ngakumbi, kwisiseko seempawu zezigulana ezizodwa.

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