Wspieranie zrównoważonego rozwoju ucznia z trudnościami w nauce wyzwaniem dla dydaktyków i nauczycieli biologii

Abstract

Education for sustainable development is designed to assist learners in gaining skills, knowledge and attributes which ensure continuous sustainable development. Implementation of the postulates for sustainable development in education involve response to the needs that an ADHD diagnosed child with learning difficulties has at each level of school education. Such response will support sustainable development of an individual throughout the school education period and provide optimal transition into adulthood. Since there is an increase in the number of children diagnosed with ADHD, it is crucial that teachers at the higher education level should be trained to recognize this problem in pupils in order to avoid the process of erroneous attribution which results in categorizing the child’s behaviour as rebellion, resistance and conscious disturbance of the didactic process. While preparing for their career, future teachers should gain knowledge how to adapt the education process to needs and capabilities of ADHD pupils. In provision of systemic educational aid, the ADHD-afflicted children should be perceived as active constructors of their own reality. Therefore, the children’s strong points should be stressed in their education. However, one should be aware of negative outcomes of ADHD.