Advancing ADHD education: autonomy, technology, and inclusive strategies

Abstract

This paper explores the integration of autonomy-supportive practices and technological interventions in primary education for students with Attention-Deficit/Hyperactivity Disorder (ADHD). It underscores the significance of creating educational environments that promote autonomy, leveraging cutting-edge technology to tailor learning experiences to the unique needs of ADHD students. Through a systematic literature review, the study highlights the importance of parental involvement and interdisciplinary approaches in enhancing academic achievement, social integration, and emotional well-being of ADHD students. It presents a collaborative framework that combines autonomy, technology, and inclusive strategies, advocating for policy support, community engagement, and digital equity. The findings suggest that a holistic, adaptive educational model is essential for addressing the multifaceted challenges ADHD students face, offering insights for future research and practice.