An Energetic or Hyperactive Childhood – An Exploration of Medical Complex of Preschool Special Education

• Main Author: 張銘庭
• Other Authors: 張盈堃
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/mnazsv

碩士 === 國立政治大學 === 幼兒教育所 === 105 === Attention deficit hyperactivity disorder (ADHD) is ingrained in our lives along with the concept of early treatment as related medical diagnosis grows day by day. As related standards consider the impact of age, we continue to discover that ADHD diagnosis seems to disregard age in the actual world; medical diagnosis seem to have contradictory doubt but we still trust them without question. Does this reflect the anxiety of parents or the difficulty of teachers in education? Researchers attempt to further explore the presentation of ADHD in groups and its relationship with medical context, knowledge, and authority. This study discussed insufficiencies observed by a pre-school teacher in the field of ADHD. In the broad field of research that includes researchers from the medical and social fields, each observe the existence of ADHD through different perspectives; however, aside from discussing more teaching methods, the field of education has not reflected on the impact of ADHD in teaching environments. Therefore, the researcher will act as dialogue between field and literature theory to analyze the undiscovered relationship of authority. The study discovered that the medical concept of early treatment is transferred after compilation by special education teachers and the media, establishing ADHD as a representative of medical treatment. The operation of authority between adults is in actuality using medical treatment as evidence to determine or verify adult judgment and putting down the responsibility of discipline. The existence of medical hegemony stems from people’s choices and the social collective’s dealing with issues on the surface yet in reality escaping, creating a contradictory status.