Παιδιά με νευροψυχιατρικές διαταραχές: Ερευνητικά δεδομένα και ο ρόλος σχολείου και εκπαιδευτικού

Περίληψη

Children with neuropsychiatric disorders, such as children with attention-deficit/hyperactivity disorder, have recently become the object of many investigations because of the particularity and the difficulties in handling their problems. The etiology of these disorders has also become the object of intense controversies and at the moment the interest is focused in a neuropsychiatric perspective. However, if we want to have a nuanced view about these children in both a theoretical as in clinical level, then the neuropsychiatric perspective must be integrated in a whole whitch is the result of the interaction between genetic, constitutional, intrapsychic, interpersonal, social, political and cultural factors.
Since every kind of development presumes an interaction between people, the responsibility of handling the difficulties of these children in kindergarden and school rests upon the educational stuff which must handle them professionaly using themselves as “instrument”. This means that the stuff must show besides professional competence, sensitivity, acceptance of any unlikeliness and respect for every child’s peculiar nature.