The effect of Smart Schools' Curriculum on Elementary ADHD Students

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is defined based on the existence of some implications in attention, inhibition, impulsivity curbing, and the activity level. Often, the problems of children with ADHD in the executive functions may be reflected in all educational, social, and behavioral areas. Smart school is a different educational area that can affect the elementary ADHD students. Accordingly, the main purpose of this study was investigating the effectiveness of smart school curriculum on the hyperactivity symptoms of elementary students. The research method was quasi – experimental and the population included all elementary students of Kerman city (68325 students). The sample includes 162 students (84 student from smart schools and 78 students from public schools) from 2 districts of Kerman. The symptoms of ADHD were evaluated by the parents through Swanson, Nolan and Pelham Questionnaire (SNAP). The results showed that there is a significant difference between the hyperactivity symptoms of the students of smart schools and that of normal schools. Accordingly, smart school curriculum has a positive impact upon the reduction of hyperactivity symptoms, so that it improves the symptoms in these students.

Keywords

• symptoms of adhd
• curriculum development
• smart school
• elementary education