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@article{186761,
        author = {Dr. Shavanam Kumari},
        title = {Implementing Constructivism Approach in Classroom for Effective Teaching–Learning Process: A Case Study on ADHD Students},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {4},
        pages = {4652-4655},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=186761},
        abstract = {This research paper explorations the implementation of the constructivist approach in classrooms for improving the teaching–learning process, focusing on students with Attention Deficit Hyperactivity Disorder (ADHD). Constructivism views learning as an active and reflective process in which learners build their own understanding based on prior experiences and social interactions. For ADHD students, who struggle with attention, focus, and self-regulation, constructivist teaching strategies can play a vital role in creating engaging, supportive, and meaningful learning environments. This paper highlights how experiential learning, collaborative projects, multimedia tools, and guided discovery can enhance learning outcomes and behaviour in ADHD learners. It also discusses the role of the teacher as a facilitator who designs activities that promote curiosity, motivation, and confidence. The study concludes that constructivism, when adapted with structure and flexibility, enables inclusive and effective classrooms that benefit both ADHD and non-ADHD students.},
        keywords = {Constructivism, ADHD, Teaching Learning Process, Inclusive Education, Classroom Strategies, Educational Psychology.},
        month = {November},
        }