ARE WE ABLE TO CREATE NEW EDUCATIONAL ENVIRONMENT IN THE SCHOOL ENVIRONMENT SUITABLE FOR ALL CHILDREN?

The rising prevalence of children with the attention and activity disorder points to a need to change the educational environment in the school environment. For many years it is one of the most controversial as well as the most studied disorder of the childhood. There were 4864 children (3019 are boys) diagnosed with attention-deficit disorder (F 90.0 and F 90.1 according to MKCH-10) in 2012 in Slovak republic. The accurate statistics of ADHD incidence within primary school pupils is unavailable due to the situation when children with ADHD are often joined to the group of children with behavioural disorder or specific learning disabilities. It is assumed that ADHD or hyperkinetic disorder is a polygenic disorder (there are more than 30 genes described that can participate in its origination). On the one hand the progress in a survey of causes has been noticed, on the other hand we register enormous increase of the diagnosis in a child population. General thought, studies and researches insinuate that the majority of ADHD children do not require special educational services, however nearly all of them need the specific school environment regarding the organisation of their learning process in order to make it productive and successful. In the following article we discuss the presumable causes of this phenomenon - from the progress in neuroscience through the problems with diagnostic criteria (the differences between MKCH-10 and DSM-V classifications), problems with not unified psycho diagnostic process, informed vs. not enough informed teachers and parents, the distinguishing the ADHD disorder from not mastered child behaviour. At the same time we discuss the influence of new technologies on education of children with ADHD in the school environment.