The main aspects of pedagogical support of children with ADHD, including children with doble exclusivity – gifted children with ADHD




Attention Deficit Hyperactivity Disorder, children with double exclusivity, functional-behavioral assessment


The main peculiarities and difficulties in teaching children with Attention Deficit Hyperactivity Disorder are considered. Positive qualities and creative abilities of mentally preserved and gifted children with ADHD are named. Advice in teaching children with double exception is given. The purpose of the article is to analyze the problem of children with Attention Deficit Hyperactivity Disorder including those, who have preserved intellect and ADHD and factors of their effective inclusion in the educational process. Attention Deficit Hyperactivity Disorder is a polymorphic clinical syndrome, the main manifestation of which is a violation of the child's ability to control and regulate his behavior, which is manifested by motor hyperactivity, impaired attention and impulsivity. According to the International Classification of Diseases - ICD- 11 and classification of the American Association of Psychiatrists DSM-5, ADHD is the most common mental development disorder in children and adolescents up to 9%, is at the beginning of the classification and refers to disorders of neurodevelopment. Children with ADHD are very different. In general, the level of intellectual development is not a differential trait for Attention Deficit Hyperactivity Disorder. Often there are children with normal intelligence, or even gifted with signs of disorder. These are children with the so-called "double exclusive". Therefore, the problem of children with behavioral disorders, disorders of neurodevelopment – Attention Deficit Hyperactivity Disorder in the educational process is extremely common and urgent. These are children who are often not covered by mainstream support in an inclusive educational environment, especially in Ukraine they are in the “grey zone” The factors of successful inclusion of children with normal level of intelligence or even gifted in the educational process are compulsory multidisciplinary study and functional and behavioral assessment of the child, application of behavioral correction techniques within the program of behavioral interventions, adaptation of the curriculum, constant collaboration with pedagogical staff. Also, we should remember that this process should start as early as it possible, that gives more effective results.

Author Biography

Olga Fert, Ivan Franko National University of Lviv, Lviv

doctor of Pedagogical Science, professor of Special Education Department, Faculty of Pedagogical Education, Ivan Franko National University of Lviv, Lviv, Ukraine; doctor, researcher, Institute of Special Education, Leibniz University of Hannover, Hannover Germany;


Asherson, P., Banaschewski, T., Biederman, J., Buitelaar, J. K., & Ramos-Quiroga, J. A. (2015). Attention-deficit/hyperactivity disorder. Nature Reviews Disease Primers, 1, 15020. doi: 10.1038/nrdp.2015.20

Barkley, R. (2006). ADHD and the nature of self-control. New York: Guildford Press.

Chen, Q., Brikell, I., Lichtenstein, P., Serlachius, E., Kuja-Halkola, R., & Sandin, S. (2017). Familial aggregation of attention-deficit/hyperactivity disorder. The Journal of Child Psychology and Psychiatry, 58(3), 231–239.

DuPaul G.J., (1994) ADHD in the Schools. Assessment and Intervention Strategies – N.Y.: The Guilford Press

Durheim, M. (2009). AD/HD is a developmental disability. New York: CHADD

Fert, O. (2017). Inclusion of Children with Mental Disabilities as an Educational Problem. Konińskie Studia Społeczno-Ekonomiczne. 3, 4, 293–300.

Fert, O. (2016). Teaching to the Children with Behavioral Disorders in Ukrainian Schools: Overview of the Problem. European Humanities Studies: State and Society (pp. 317-327).

Kieling, C. (2008). Neurobiology of Attention Deficit Hyperactivity Disorder. Child and Adolescent Psychiatric Clinics of North America, 17, 2, 285-307.

Martin, J., Hamshere, M. L., Stergiakouli, E., O’Donovan, M. C., & Thapar, A. (2014). Genetic risk for attention-deficit/hyperactivity disorder contributes to neurodevelopmental traits in the general population. Biological Psychiatry, 76 (8), 664–671.

Neale, B. M., Medland, S., Ripke, S., Anney, R. J., Asherson, P., Buitelaar, J., Franke, B., Gill, M., Kent, L., & Holmans, P. (2010). Case-control genomewide association study of attention-deficit/hyperactivity disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 49(9), 906-20. doi: 10.1016/j.jaac.2010.06.007.

Ophoff, R. A. (2013). Genetic causes of developmental disorders. Current opinion in neurology 26(2), 128–136, 26.

Rief S. (2005) How to Reach and Teach Children with ADD/ADHD. Jossey-Bass, 436p.

Singh, A. P. (2012). Cognitive functions among children with Attention Deficit Hyperactive Disorder (ADHD) & emotional disorder. Delhi Psychiatry Journal, 15(1), 148–159.

Synopsis of DSM-V Diagnostic Criteria and NICE Protocols for the Diagnosis and Treatment of Major Mental Disorders in Children and Adolescents (2014). Lviv: Publishing House of the Ukrainian Catholic University. Vorstman, J. A. S. S. &

Zentall, S. (2011). Social behavior in cooperative groups: Students at risk for ADHD and their peers. The Journal of Educational Research, 104(1), 28–41




How to Cite

Fert, O. (2023). The main aspects of pedagogical support of children with ADHD, including children with doble exclusivity – gifted children with ADHD. Social Work and Education, 10(1), 134–145.