INCLUSION OF CHILDREN WITH ADHD IN PRESCHOOL MAINSTREAM EDUCATION FROM ROMANIA Constantin Cătălin Pascariu University of Oradea, Faculty of Social and Humanistic social sciences, Educational Sciences Department (ROMANIA) Abstract The purpose of this article is to detect behavioural disorders from early childhood and to implement programs where teachers can find solutions for the inclusion and learning of hyperactive and deficient children, and also to what extent the application of programs can generate growth the level of improvement. The choice of this theme is also influenced by the fact that I want to deepen this type of behavioural disorder to help include children with this type of disorder in mass education by applying complementary therapy methods, strategies, and interventions. The research involved the design of an intervention program applied during the 2017-2018 school year and consisted of a formative experiment aimed at influencing the 30 subjects with ADHD, pre- school age (3-6 years). Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed psychiatric disorders in childhood and adolescence. In Romania, it is estimated that there are over 200,000 thousand children diagnosed with this disease, occupying the second place as a frequency between the types of pathology in paediatric psychiatry. The important role of teachers directly influences the process of student learning; it not only plays a mediating role in the learning process but also helps to normalize pupils' lives in school by adjusting the learning process to their needs. Also, by adapting the educational process to the students' requirements, their integration is facilitated, in school and in class, as well as in their social environment. Keywords: ADHD, behavior, disorder, inclusion, therapy. 1 INTRODUCTION To exemplify the nature of human development, we have halted the theory of J. Piaget, who shares human development from cognitive point of view in four stages. "Swiss psychologist Jean Piaget has noticed that children's vision of the world differs from one age to another, so the child's thinking changes in stages with its interaction with the environment" [1, p. 89]. First stage – the sensory-motor, which manifests until the age of 2-3 years, is expressed by searching for surrounding objects, functional assimilations, circular reactions (primary, e.g. sucking the finger) without a fixed purpose. During this period, new mental anticipation processes may arise which may lead to representation. The second stage, the preoperative phase, occurs until the age of seven. This stage is closely related to the development of language, which enables the child to develop certain inter-human relationships. Another feature at this stage is the construction of symbols based on a transductive reasoning. At this level we can say that the child does not have the ability to conserve and understand the time, speed and volume of objects (e.g. the child does not have the capacity to differentiate the volume of water between a higher but narrower glass compared to a glass small as high but wider even though the amount of water is the same in both glasses). When it comes to the third stage of development of the young child, already of school age (7-12 years), we are talking about the stage of concrete operations. In this sense, the emergence of thinking operations has a stable and subtle balance in comparison with the abrupt structures described by gestalists. This expresses the manifestation of the operative groups involving the inclusion of classes, the establishment of relationships that allow the child to make logical-mathematical groupings related to an action, but does not imply the possibility of constructing a logical discourse. The last stage, that of formal operations, goes up to the age of 17. It encompasses formal thinking by operating with second degree operations or their results, and takes into account classifications, series, measurements, space movements, etc. At the same time we can observe a linguistic and Proceedings of EDULEARN19 Conference 1st-3rd July 2019, Palma, Mallorca, Spain ISBN: 978-84-09-12031-4 2388