Knowledge and misconceptions of general and special education teachers about Attention Deficit / Hyperactivity Disorder

Postgraduate Thesis uoadl:1668038 981 Read counter

Unit:
Κατεύθυνση Ειδική Αγωγή
Βιβλιοθήκη Δημοτικής Εκπαίδευσης
Deposit date:
2017-06-15
Year:
2017
Author:
Gkaniatsou Lamprini
Supervisors info:
Πολυχρονοπούλου Σταυρούλα, Ομότιμη Καθηγήτρια ΠΤΔΕ, ΕΚΠΑ
Αντωνίου Αλέξανδρος Σταμάτιος, Επίκουρος Καθηγητής ΠΤΔΕ, ΕΚΠΑ
Συριοπούλου Χριστίνα, Επίκουρη Καθηγήτρια, Τμήμα Εκπαιδευτικής & Κοινωνικής Πολιτικής, Πανεπιστήμιο Μακεδονίας
Original Title:
Οι γνώσεις και οι παρανοήσεις των δασκάλων γενικής και ειδικής αγωγής για τη Διαταραχή Ελλειμματικής Προσοχής / Υπερκινητικότητας
Languages:
Greek
Translated title:
Knowledge and misconceptions of general and special education teachers about Attention Deficit / Hyperactivity Disorder
Summary:
Attention Deficit / Hyperactivity Disorder (ADHD) is a common childhood neurodevelopmental disorder, and teachers play an important role in the identification of its symptoms. Therefore it is important that they have a wide range of knowledge when it comes to this disorder. The purpose of this research is to examine general and special education teachers’ knowledge and misconceptions about ADHD and how teacher characteristics affect such knowledge. 114 teachers completed 27 questions about ADHD and 1 question regarding teacher self-efficacy, the extent to which they felt they could effectively teach an ADHD child. Findings demonstrated that on average teachers were well informed when it comes to definition and general information about ADHD, while they had limited knowledge about the diagnosis and treatment of the disorder. Special education teachers were more knowledgeable of issues related to ADHD in comparison to general education teachers, especially in the areas of symptoms and etiology of ADHD. Moreover, when the total scores of male and female teachers were compared, the latter scored significantly higher. Teacher self-efficacy and prior exposure to an ADHD child were both positively related to ADHD knowledge. On the other hand, teachers’ knowledge was not related to their age or years of teaching. Based on the results, additional teacher education on issues related to this disorder is proposed.
Main subject category:
Special education
Other subject categories:
Special education
Keywords:
special education teachers, teachers’ knowledge, misconceptions
Index:
No
Number of index pages:
0
Contains images:
Yes
Number of references:
44
Number of pages:
107
File:
File access is restricted only to the intranet of UoA.

ΔΙΠΛΩΜΑΤΙΚΗ ΕΡΓΑΣΙΑ Γκανιάτσου Λαμπρινή.pdf
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File access is restricted only to the intranet of UoA.