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This is a serial study of ‘Development Process of Pro-Social Behavior of a Child with Characteristics of Attention Deficit Hyperactivity Disorder in the Integrated Kindergarten Classroom", a paper written by Lee, Gi-Hyoun in 2004. This is an examination of how a child with ADHD in inclusive educatio...

This is a serial study of ‘Development Process of Pro-Social Behavior of a Child with Characteristics of Attention Deficit Hyperactivity Disorder in the Integrated Kindergarten Classroom", a paper written by Lee, Gi-Hyoun in 2004. This is an examination of how a child with ADHD in inclusive education interacted with his peers and how his pro-social behaviors changed during the second year of his participation in inclusive education. Through the examination, the study has been made in an ethnographic way to find out the possibility that children with ADHD will be included in the normal kindergarten class, and some problems that they may face. From March 6, 2004 to December 28, 2004, the child was observed 25 times, for 30 to 40 minutes each time. The observations have led to the following results. The child with ADHD showed social interactions in three patterns such as playing alone, breaking in and interrupting other children"s playing abruptly, and communicating in one-sided and echoing words. The child developed pro-social behaviors of three stages: the first step of being interested in interesting things (March to May), the second step of communicating fragmentary ideas (May to July), and the last step of adapting to the kindergarten life and trying human relationship with his peers (September to December).

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