Identification of students with attention deficiency hyperactivity disorders, determination of education needs and curriculum design

The aim of this study is to diagnose individuals with Attention Deficit Hyperactivity Disorder, to determine the educational needs and to design the curriculum according to these needs. First of all, various tests and scales were applied to the students in order to identify and diagnose individuals with Attention Deficit Hyperactivity Disorder. As a result of these applications, the parents were interviewed and the students were directed to psychiatry. In the needs assessment process of the research, literature is searched, interviews were conducted with students, parents and teachers and videos of experts were examined. A curriculum was designed to address these needs. Qualitative and quantitative research methods were used in the study. The process of identifying the students with ADHD was conducted through a survey model, the needs assessment process of the research was conducted through case study design, and the curriculum design process of the research was carried out by the grounded theory method. The research was conducted with the 2nd-grade students of Primary School in the central district of Düzce in the 2018-2019 academic year. In the case study, the study group consisted of students with ADHD, their class teachers, and their parents, expert videos and literature resources. Data triangulation was made in order to strengthen the validity of the data. In the diagnosis process of the research, the Bourdon Attention Test, the d2 attention test, teacher opinion form, the Conners Rating Scales and in the needs assessment process of the research, teacher interview form, parent interview form, and student interview form were used as data collection tools. Data analysis was carried out simultaneously with data collection. After the evaluation of the tests and scales applied in the diagnostic process, multiple decision-making approach was used to compare data with each other. The content analysis method was used to analyze the data collected by interview and document analysis techniques in the needs assessment process of the research. It was found that 4 out of 6 students who were referred to psychiatrists according to the results of Bourdon Attention Test, d2 Attention Test, Teacher Opinion Form and Rating Scales, were diagnosed with ADHD. As a result of the needs assessment process, it was seen that the brain structures, characteristic, emotional and behavioral characteristics of ADHD students were different from other students, and the ADHD students have different mental disorders, cognitive and behavioral problems. In addition, it was concluded that these students should take various trainings and apply solution methods to solve the problems related to ADHD and they should pay attention to nutrition, sports and sleep patterns in their lives. As a result of researches on the diagnostic process; It was determined that the classroom teachers did not have enough information about ADHD, and accordingly, they could not notice the students with ADHD in their classrooms and confused these students with all other students who displayed negative behaviors. Bourdon attention test, d2 attention test, and Conners rating scales are sufficient to measure attention skill and all these scales should be directed to psychiatry to make a diagnosis. In addition, it was concluded that in the process of diagnosing individuals with ADHD, families gave up going to the specialist because of their child's labeling and drug treatment, and families, diagnosed by going to the specialist, tend to hide this situation from the teacher. As a result of the study, it was concluded that the neurological brain structures of individuals with ADHD differ from individuals without ADHD, they have emotional, cognitive, behavioral and academic differences from others, in addition to ADHD, they experience different disorders, cognitive and academic problems. Therefore, social, emotional, behavioral and academic skills should be gained to these individuals through the training. In addition, it was concluded that special education, social skills training, attention training should be given to individuals with ADHD, and also education should be given to their families and teachers. Exercises, visual perception activities, auditory activities, puzzles and games should be used in trainings given to individuals. The training environment, working hours, participants, trainers, and guidelines should be meticulously adjusted. In addition to the training, methods such as drug therapy, cognitive behavior therapy, and neurofeedback should be used. Solution methods should be carried out in cooperation, positive discipline methods should be used, nutrition, sports and sleep order should be established for the child. According to the results of the research, some suggestions developed for diagnostic processes and researchers, and a curriculum is designed with objectives, content, learning and teaching processes, and assessment elements.