Unit:
Κατεύθυνση Κοινωνικές Νευροεπιστήμες, Κοινωνική Παιδαγωγική και ΕκπαίδευσηLibrary of the School of Education
Supervisors info:
Μάριος Κουκουνάρας Λιάγκης, Αναπληρωτής Καθηγητής, Τμήμα Θεολογίας, Ε.Κ.Π.Α.
Ηρώ Μυλωνάκου - Κεκέ, Καθηγήτρια, Π.Τ.Δ.Ε., Ε.Κ.Π.Α.
Ιωάννης Σπαντιδάκης, Καθηγητής, Πανεπιστήμιο Κρήτης
Original Title:
Κοινωνική Παιδαγωγική και Διαταραχή Ελλειμματικής Προσοχής με ή χωρίς Υπερκινητικότητα: Γνώσεις, Αντιλήψεις και Στάσεις των Εκπαιδευτικών
Translated title:
Social Pedagogy and Attention Deficit Disorder with or without Hyperactivity: Teachers' Knowledge, Perceptions and Attitudes
Summary:
Attention Deficit Hyperactivity Disorder (ADHD) affects a significant and growing proportion of the student population with implications for children's academic, emotional and social development. Teachers play a very important role in identifying their needs, in the process of diagnosis, in subsequent support for children and implementation of inclusion.
The aim of this study was to investigate primary school teachers' knowledge about ADHD, their perceptions and attitudes towards inclusion of children with ADHD.
Their knowledge ranged at moderate levels, being higher around symptoms and diagnosis and lower around associated characteristics and treatment, with significant gaps and misconceptions. Specialization in special education and education specifically around ADHD were found to positively influence the level of knowledge as well as perceptions and attitudes in specific areas.
Teachers were found to have positive, neutral and negative perceptions, and as far as their attitudes are concerned, it is noteworthy that a significant degree of belief in an inclusive school and a willingness to modify conditions and methods of teaching to achieve inclusion of children with ADHD, was revealed.
However, the results highlight the need to improve teachers' knowledge about ADHD, to provide them with continuous and adequate training, and to enhance their feelings of competence to appropriately support all children in the context of inclusive education.
Main subject category:
Education - Sport science
Keywords:
ADHD, knowledge, perceptions, attitudes, inclusive education
Number of references:
138
