Ikt-faciliteret didaktisk koncept for inklusion af børn med ADHD i skolen

188 Pages·2011·4.61 MB·Danish

by  Hanne Voldborg Andersen

Ikt-faciliteret didaktisk koncept
for inklusion af børn
med ADHD i skolen

An ICT-facilitated didactic concept for inclusion of children with ADHD
in primary and secondary education.

Masterspeciale i ikt og læring
af
Hanne Voldborg Andersen og Henrik Grum

218.135 anslag/189 sider

Vejleder Ulla Konnerup

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Ikt-faciliteret didaktisk koncept
for inklusion af børn
med ADHD i skolen

Aalborg Universitet, maj 2011
Masterspeciale i ikt og læring.

Hanne Voldborg Henrik Grum

Andersen

Studienr. 20090869 Studienr. 19801303

Vejleder Ulla Konnerup

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Abstrakt:
Ikt-faciliteret didaktisk koncept for inklusion af børn med

ADHD i skolen.
Keywords:
ADHD, inklusion, læring, ikt, Design-based Research, Osmotisk Model,
læringsteori, kollaborativ læring, Cooperative Learning, Persusive Technology,
captology, mobil teknologi, didaktik, kommunikation, deltagelse, læringsteser,
læringsheuristikker, socialkonstruktivisme

Af Hanne Voldborg Andersen og Henrik Grum, MIL, Aalborg Universitet, 2011

Elever fra det specialpædagogiske område, herunder børn med ADHD
(Attention Deficit Hyperactive Disorder) skal i stigende grad inkluderes i
folkeskolens almindelige undervisning. Børn med ADHD har manglende
opmærksomhed, forstyrrende hyperaktiv adfærd og er impulsive, hvilket
vanskeliggør en inklusion af barnet uden understøttende foranstaltninger.
Et studie af diagnosen ADHD, den menneskelige læring samt teknologiske
løsninger iværksættes i håbet om at udvikle metoder for inklusion af børn med
ADHD. Der udvikles universelle teser for læring, som efterfølgende med
baggrund i teori om ADHD og i et kvalitativt casestudie i en dansk folkeskole
skaber grundlæggende læringsheuristikker for børn med ADHD. Heuristikkerne
anvendes til udvikling af et konceptuelt mobilt læringsdesign, der bygger på
principper fra Cooperative Learning og Persuasive Technology. Metodisk
anvendes den Osmotiske Model i Design-based Research.
Det konkluderes, at et mobilt teknologisk artefakt med tilhørende didaktisk
koncept skaber mulighed for inklusion, deltagelse og læring for børn med
ADHD.

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Abstract:
An ICT-facilitated didactic concept for inclusion of children

with ADHD in primary and secondary education.
Keywords:
Keywords: ADHD, inclusion, learning, teaching, ICT, learning theory,
collaborative learning, Design-based Research, Osmotic Model, cooperative
learning, Persuasive technology, captology, mobile technology, didactics,
communication, participation, learning themes, learning strategies, learning
heuristics, social constructivism.

Authors: Hanne Voldborg Andersen og Henrik Grum, MIL, Aalborg University,
2011.

Children with special educational needs, including children with ADHD
(Attention Deficit Hyperactive Disorder), should be included to a greater extent
in primary and secondary educational normal teaching environments. The
integration of children with ADHD in normal classes is made difficult by their
reduced attention ability, disturbing hyperactive behavior and over
impulsiveness. The authors develop universal hypotheses for learning, which
are combined with background theories on ADHD and a qualitative case study
in a Danish secondary school, to develop fundamental learning heuristics for
children with ADHD. The heuristics are used in the development of a conceptual
mobile teaching aid, which builds on the principles of Cooperative Learning and
Persuasive Technology using the Osmotic Model in Design-based Research as
methodological tool. The conclusion is, that a mobile technological artifact
combined with a conceptual didactic design can create the possibility of
inclusion, participation and learning for children with ADHD.

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Indhold
Læsevejledning [HV] ....................................................................................................... 13
1. Genstandsfeltet ........................................................................................................... 19
1.1 Indledning [HG] .................................................................................................................. 19
1.2 Problemformulering [HG, HV] ........................................................................................... 23
1.3 Problemafgrænsning [HG] ................................................................................................. 23
1.4 Menneske-, lærings-, og forskningssyn [HV] ..................................................................... 24
2. Teori ............................................................................................................................ 31
2.1 Inklusion [HV] ..................................................................................................................... 31
2.2 Teori om ADHD [HG] .......................................................................................................... 34
2.2.1 Definition ........................................................................................................ 34
2.2.2 Teoretisk baggrund ........................................................................................ 34
2.2.3 Karakteristiske træk ved ADHD. ..................................................................... 36
2.2.4 ADHD hos børn ............................................................................................... 37
2.2.5 Behandling ..................................................................................................... 39
2.2.6 Ikt som interventionsmulighed ...................................................................... 40
2.2.7 Opsummering ................................................................................................. 40
2.3 Teori om læring [HV].......................................................................................................... 41
2.3.1 Den individuelle læring .................................................................................. 41
2.3.2 Læring i fællesskabet...................................................................................... 45
2.3.3 Samfundets krav til læringskompetencer ...................................................... 48
2.4 Delkonklusion 1 – 12 teser om læring [HV] ....................................................................... 50
2.5 Delkonklusion 2 – Heuristikker for læring hos børn med ADHD [HG] ............................... 52
3. Empiri .......................................................................................................................... 59
3.1 Metode [HV] ...................................................................................................................... 59
3.1.1 Aktionsforskning ............................................................................................ 59
3.1.2 Fremtidsværkstedet ....................................................................................... 60
3.1.3 Valg af case og deltagere til fremtidsværkstedet .......................................... 63
3.1.4 Kvalitative undersøgelser ............................................................................... 64
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3.1.5 Kritisk vurdering af metodevalg ..................................................................... 65
3.2 Analyse af empiri [HV, HG] ................................................................................................ 67
3.2.1 Analyse af fund fra fremtidsværkstederne [HV] ............................................ 67
3.2.2 Analyse af fund fra strukturerede interviews på specialskoler [HG] ............. 71
3.3 Delkonklusion 3 - Målgruppens udfordringer [HV, HG] .................................................... 82
3.3.1 Verificering af læringsheuristikker ................................................................. 82
3.3.2 Målgruppens udfordringer ............................................................................. 82
3.3.3 Nødvendige værktøjer og redskaber ............................................................. 83
4. Design .......................................................................................................................... 87
4.1 Metodevalg for designproces [HG] .................................................................................... 87
4.1.1 Metodevalg for design af prototyper: ........................................................... 89
4.1.2 Designvalg af prototype 1 .............................................................................. 89
4.1.3 Designvalg af prototype 2 .............................................................................. 89
4.1.4. Designvalg af prototype 3 ............................................................................. 90
4.2 Litteratur vedrørende forskning indenfor ikt-støttet læring og inklusion af
mennesker med ADHD [HG] .................................................................................................... 91
4.2.1 HANDS-projektet AAU .................................................................................... 91
4.2.2 Persuasive Technology ................................................................................... 91
4.2.3 Persuasive Technology i et læringsteoretisk krydsfelt ................................... 94
4.3 Prototype 1 [HG] ................................................................................................................ 96
4.3.1 Beskrivelse af designet i prototype 1 ............................................................. 97
4.3.2 Menupunkter i Prototype 1 ........................................................................... 97
4.4 Trykprøvning af prototype 1 [HG] .................................................................................... 103
4.5 Udvælgelse og afgrænsning [HV] ..................................................................................... 106
4.6 Beskrivelse af design [HV] ................................................................................................ 107
5. Intervention [HG] ...................................................................................................... 125
5.1 Metodiske overvejelser ................................................................................................... 125
5.2 Fund fra test af prototype 2 ............................................................................................. 128
5.3 Evaluering af design ......................................................................................................... 131
6. Artefakt [HV] ............................................................................................................. 135
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