| Summary: | 碩士 === 國立新竹教育大學 === 教育心理與諮商學系碩士班 === 96 === This study mainly discussed and explored the learning experiences of students with Attention Deficit Hyperactivity Disorder (ADHD), including their viewpoints, feelings, difficulties, methods, adjustments, and outcomes of studies. This study used qualitative research methods gathering information in depth interviews of the winners of “the Little Energetic ADHD Role Model Competition” in order to understand their learning experiences.
This study relied on phenomenological methods for analyzing, inducing, investigating, and gathering information. The results and conclusions were summarized as follows:
1. The ADHD students’ viewpoints toward learning
(1) The ADHD students had the negative viewpoints toward learning and lacked confidence.
(2) The ADHD students liked to attend classes with movable and operational activities.
2. The ADHD students’ feelings toward learning
(1) The ADHD students tended to have negative feelings toward attending classes, such as dislikes, dullness, lacks of confidence, and so forth.
(2) The ADHD students tended to be affected by the exam grades and got emotional.
3. The ADHD students’ difficulties of learning
(1) The ADHD students had particular learning obstacles and problems especially in recognition of words, reading, and spelling.
(2) The ADHD students felt bothered by their low achievement in their studies and felt stressed by the exams.
(3) The ADHD students were unable to concentrate in the class and often got up from seat when remaining in seat was expected.
4. The ADHD students’ methods of adjustment
(1)From the depth interviews and data analyses, the methods ADHD students adopted when dealing with their studies could be divided into two kinds.
A. Self-coping strategy: reviews and continued practices, voluntary inquiries, belief and self-encouragement to “hang in there,” taking medicines on schedule, and so forth.
B. Outside assistance: special education, assistances and resources provided by after school institutions, accompany and instructions by parents, cares and concerns by teachers.
(2) The ADHD students thought the greatest outside assistances were from their parents.
(3) The ADHD students thought reviews and practices could help a lot.
(4) The ADHD students’ assistances in school mainly came from the cares and concerns of teachers.
(5) The ADHD students did not have identical viewpoints toward taking medicines on schedule.
Finally, based on the finding of this study, suggestions were proposed for the ADHD students’ parents, teachers, ADHD students themselves, and future researchers.
Keywords: ADHD students, learning diffculties, learning experience, qualitative research
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