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- Title
El TDAH como reto para la educación inclusiva en las universidades.
- Authors
GRANADOS RAMOS, DORA ELIZABETH; FIGUEROA RODRÍGUEZ, SEBASTIÁN; LÓPEZ SÁNCHEZ, JORGE DARÍO; PÉREZ FIGUEROA, LUISA MARIANA
- Abstract
Inclusive education in universities must give continuity to the educational practices developed in previous educational levels, like the detection and treatment of learning barriers, among which is ADHD. The objective of this research was to describe the presence and persistence of ADHD indicators in freshmen Psychology students. A mixed, observational, descriptive study was carried out in which 210 first-year students with an average age of 19 years participated and were asked to answer two self-application instruments: Self-Reported Adult Screening Questionnaire V1.1. (ASRS V1.1) and MINIPLUS, ADHD Module W. It was found that 50 % of the participants reported indicators of ADHD. In the screening questionnaire, attention difficulties predominated at 15.7 %, and in the MINIPLUS, hyperactivity difficulties with 63.8 %. Significant changes were observed from childhood to adulthood (p < 0.001), because 26 participants who did not report difficulties in childhood, reported them in adulthood. In the comparison of detection of difficulties using the two instruments, 131 participants without indicators of attention difficulties and 50 participants without indicators of hyperactivity were detected. In conclusion, these data show the importance of documenting and addressing ADHD indicators in university students, in addition to considering other learning barriers in such a way as to contribute to the achievement of inclusive education in terms of the conditions of equality for all universities.
- Subjects
INCLUSIVE education; STUDENTS; PSYCHOLOGY students; ATTENTION-deficit hyperactivity disorder; EDUCATIONAL attainment
- Publication
Psicoespacios, 2022, Vol 16, Issue 28, p1
- ISSN
2145-2776
- Publication type
Article
- DOI
10.25057/21452776.1459