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September 5, 2025European Journal of Special Education Research

Study of Adhd Through Motor Rhythm, Language and Socio-Emotional Studies in Children With and Without Typical Development

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Authors

DSDimitrios SarrisGLGeorgia LagkadinouPPPanagoula Papadimitropoulou

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Overview

Mixed-methods study explores teachers' perceptions and practices regarding ADHD support, indicating significant correlations with pedagogical strategies.

Key Points

  • Higher teacher understanding of adhd leads to more frequent interventions and favorable evaluations of methods.
  • Statistically significant differences exist among pedagogical practices and personal beliefs regarding adhd.
  • Teachers face challenges that require collaboration with specialists for effective support of students with adhd.
  • The study highlights the need for improved teacher training and curriculum adaptations to benefit students with developmental disorders.

Cite This Study

Sarris et al. (2025) studied this question.

synapsesocial.com/papers/68c23965b210217d6477b562https://doi.org/10.46827/ejse.v11i4.6178
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1THE INCLUSION OF CHILDREN WITH ADHD IN EARLY CHILDHOOD EDUCATION2025
  2. 2Kindergarten Teachers as Educators, Mentors, and Facilitators for Children with ADHD2025
  3. 3Teachers’ ADHD Endorsement and Symptom Severity Ratings: The Role of Culture, Knowledge, and Attitudes2026
  4. 4Australian teacher’s perceptions about teaching students with attention deficit hyperactivity disorder (ADHD)2025
  5. 5Do English Language Pre-Service Teachers Feel Ready to Teach Students with ADHD? Voices from Japan, Poland, Turkey, and Ukraine2025 · 1 citations