Educational Neuroscience: Clinical and Pedagogical Significance of Neurofeedback Training and Reading Program Intervention in Students with Attention Deficit Hyperactivity Disorder

The paper investigates the role of multisensoriality between educational neuroscience and didactic practices in the processes of taking care of students with attention and hyperactivity disorders. The survey presented in this article was designed and conducted by a multidisciplinary team in order to test clinical and pedagogical potential in the integration of neurofeedback training and specific reading interventions for students with attention and hyperactivity disorders. The research shows important results obtained from the synergy of interventions that revolve around the core category of multisensory and that allow to understand fundamental operational dimensions for the Quality of Life of people with attention and hyperactivity disorders.