Developing emotional intelligence for inclusive 5th-grade students with attention deficit hyperactivities disorder through experiential activities

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Tác giả: Thị Thảo Đỗ, Thị Phượng Doãn, Thị Hoa Nguyễn, Nam Anh Phạm, Thị Diễm Vũ

Ngôn ngữ: eng

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học - Trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục, 2023

Mô tả vật lý: tr.33

Bộ sưu tập: Báo, Tạp chí

ID: 342234

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Attention Deficit Hyperactivity Disorder (ADHD) accounts for about 3-5% of school-age students. Symptoms of ADHD include difficulty in maintaining focus and controlling behavior, emotions, and being hyperactive with a lot of challenging behaviors. These difficulties hinder ADHD students from participating in family and classroom activities and controlling their emotional intelligence. It is not surprising that ADHD students are at risk of failing in school. Therefore, to help ADHD students succeed in school, have a good relationship with teachers and peers, and support their emotional intelligence development, emotional intelligence needs to be developed. Emotional intelligence is a significant form of intelligence for humans, especially for ADHD students in inclusive education environments. Emotional intelligence is directly related to students' behavior, abilities, and qualities. Emotional intelligence can be improved through various activities, especially experiential activities. Experiential activities in the classroom with diverse content and interactive forms can help ADHD students develop their emotional intelligence. In this article, we present some issues related to the development of emotions for ADHD students in fifth grade through experiential activities such as goals, content, methods, measures, organization form, and evaluation.Rối loạn tăng động giảm chú ý (TĐGCY) chiếm khoảng 3-5% học sinh trong độ tuổi học đường. Những triệu chứng của TĐGCY bao gồm những khó khăn trong việc duy trì sự tập trung và khó khăn trong kiểm soát hành vi, cảm xúc cá nhân và có tính tăng động với rất nhiều hành vi thách thức [1]. Những khó khăn này gây trở ngại cho học sinh TĐGCY trong việc tham gia vào các hoạt động tại gia đình, tại lớp học và điều khiển trí tuệ cảm xúc (TTCX) cá nhân. Học sinh TĐGCY cũng có nguy cơ thất bại ở trường học. TTCX là một dạng năng lực có ý nghĩa quan trọng với con người, đặc biệt là đối với học sinh TĐGCY học hoà nhập. TTCX có mối liên hệ trực tiếp tới hành vi, năng lực và phẩm chất của học sinh. Do đó, để giúp học sinh TĐGCY thành công ở trường học, có mối quan hệ tốt với thầy cô và bạn bè thì cần phải hỗ trợ học sinh phát triển TTCX [2]. TTCX có thể được cải thiện thông qua các hoạt động, đặc biệt là hoạt động trải nghiệm (HĐTN). HĐTN ở lớp học có đa dạng các nội dung, hình thức tương tác có thể giúp học sinh TĐGCY phát triển cảm xúc của mình. Ở bài viết này, chúng tôi trình bày một số vấn đề về phát triển TTCX cho học sinh TĐGCY lớp 5 hòa nhập thông qua HĐTN như mục tiêu, nội dung, phương pháp, biện pháp, hình thức tổ chức và cách đánh giá.

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