How a Philosophical Approach to Temporal Perception Can Provide a Basis for Developing Useful Strategies for Teaching Art to Students with ADHD
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Abstract
This paper explores research in how students with Attention Deficit Hyperactive
Disorder (ADHD) experience temporality. Using a phenomenological lens, the author looks for
clues in the writings on temporality by philosopher, Martin Heidegger. Her goal is to establish a
philosophical framework for developing practical approaches to teaching art to secondary
students that address the difference in temporal perception of students with ADHD in an effort to
create a more inclusive learning environment.
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