EduPort 2026, 10(1):004 | DOI: 10.21062/edp.2026.004

INTERVENTION OPTIONS FOR PUPILS WITH ATTENTION DEFICIT AND BEHAVIORAL DISORDERS IN MAINSTREAM PRIMARY EDUCATION: A CASE STUDY

Barbora Lanková1, Tereza Hajncová1, Anežka Fousková1, Kamila Bitalová1,2, Ilona Pešatová3, Michal Vostrý3,4
1 Department of pre-primary and primary education, Faculty of Education, J. E. Purkyně University in Ústí nad Labem, Czechia
2 Department of specific medical disciplines, Faculty of Health Studies, J. E. Purkyně University in Ústí nad Labem, Czechia
3 Department of special and social education, Faculty of Education, J. E. Purkyně University in Ústí nad Labem, Czechia
4 Department of Occupational Therapy, Faculty of Health Studies J. E. Purkyně University in Ústí nad Labem, Czechia

This article focuses on the possibilities of pedagogical and special educational interventions for a pupil with attention and behavioural difficulties educated in a mainstream primary school. The aim of the study is to analyse, through a case study approach, the manifestations of the pupil’s difficulties in the areas of attention, self-regulation, and social adaptation within the school environment, and to describe the support measures implemented in the context of inclusive education. The case study is based on long-term monitoring of the pupil and draws on the analysis of medical documentation, school records, teachers’ reports, and collaboration between the school, counselling services, and healthcare professionals. Particular attention is paid to pedagogical and special educational strategies aimed at adapting educational conditions, structuring instruction, and supporting attention, behaviour, and school adjustment, including cooperation with the pupil’s family. The article reflects the dynamic nature of the difficulties over time, the influence of environmental factors, and the importance of systematic and coordinated support among the key stakeholders in the educational process. The findings highlight the significance of early identification of difficulties, individualisation of pedagogical approaches, and interdisciplinary collaboration in stabilising the pupil’s functioning in mainstream education. In conclusion, the article discusses the benefits and limitations of the case study approach in primary education and offers implications for educational practice in working with pupils with attention and behavioural difficulties in mainstream schools.

Keywords: attention and behavioural difficulties, pedagogical intervention, special education support, inclusive education, case study

Zveřejněno: 1. leden 2026  Zobrazit citaci

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Lanková B, Hajncová T, Fousková A, Bitalová K, Pešatová I, Vostrý M. INTERVENTION OPTIONS FOR PUPILS WITH ATTENTION DEFICIT AND BEHAVIORAL DISORDERS IN MAINSTREAM PRIMARY EDUCATION: A CASE STUDY. EduPort. 2026;10(1):004. doi: 10.21062/edp.2026.004.
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