Interaction of School and Family in Teaching and Upbringing of Hyperactive Students of Educational Institutions

Abstract

The article has generalized scientific views on the concept of hyperactivity, the main features of hyperactive behaviour, and the main elements of the system of the interaction between school and family when teaching and upbringing hyperactive students. Active development and personal stimulation of hyperactive students with the help of common work of their parents and teaching staff (partnership with a family) have been emphasized. The research has focused on the levels of parents’ involvement in partnership with the educational institution in the process of education and upbringing of hyperactive students: awareness and participation in school activities. The system of partnership between family and school in education and upbringing of hyperactive students as the purposeful influence of the school and social environment on each other, which promotes mutual enrichment, strengthening of educational potential of interacting systems, has been revealed. It has been defined that one of the main factors which help to engage parents in teaching hyperactive students is informing them about their children’s achievements. The level of teachers’ interest in success of such students, positive atmosphere at school and efforts put in the development of work with the parents, as well as the degree to which the parents are interested in their children’s success and in themselves as teachers of their own child are of great importance.