Our guiding framework began with the investigation of the concepts that have been built over time, hyperactivity. They discover the different schools of thought on the subject and how they have varied over time. We also find the characteristics of children with this behavior, the difficulties faced by parents to find schools that accept their children, the overmedication of children with this problem, the importance the role of the teacher wrong when making a diagnosis when only should advise parents and specialists conduct.
Finally we focus on the skills that teachers should present to guide the education of students with hyperactivity.
We have relied on concepts developed by psychologists, psychiatrists, from the various definitions of hyperactivity that they have presented to us and we develop our guiding framework, we identify with those who are wedged in present in which hyperactivity is separated from attention deficit and shows that can go together or separately, relegating the hyperactive groups for children who have problems with regard to the inability to sit still, doing this difference can be alert to the diagnosis, because for each these syndromes have different treatments and strategies to implement in the classroom also different.
As researchers we are identified with an active role, with emphasis on a qualitative process that emerges from studies of language which refers to the analytical reading of texts that seeks to discover patterns, categories, addressing the issue at and how explicit the meaning, how it is conceived and directed the paper so that both teachers and students played in the school culture.
Finally we focus on the skills that teachers should present to guide the education of students with hyperactivity.
We have relied on concepts developed by psychologists, psychiatrists, from the various definitions of hyperactivity that they have presented to us and we develop our guiding framework, we identify with those who are wedged in present in which hyperactivity is separated from attention deficit and shows that can go together or separately, relegating the hyperactive groups for children who have problems with regard to the inability to sit still, doing this difference can be alert to the diagnosis, because for each these syndromes have different treatments and strategies to implement in the classroom also different.
As researchers we are identified with an active role, with emphasis on a qualitative process that emerges from studies of language which refers to the analytical reading of texts that seeks to discover patterns, categories, addressing the issue at and how explicit the meaning, how it is conceived and directed the paper so that both teachers and students played in the school culture.
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