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Primary school teachers’ perceptions of children with ADHD, classroom strategies, and knowledge of ADHD
Author
Tan, Catherine Tai Yeow
Supervisor
Chew, Chelsea Liang Ru
Abstract
The aim of the present study was to explore teachers’ perceptions of children with ADHD, classroom strategies use to manage students with ADHD, and their knowledge of ADHD.
The relationships between the above variables and teacher attitudes, confidence, and satisfaction teaching students with ADHD were also investigated. Two hundred and sixty-three primary school teachers in Singapore participated in the study by completing a questionnaire. Analysis of the results showed that teachers’ descriptions of children with ADHD tend to focus on the ADHD symptoms and behavioural problems, and neglect the positive attributes or strengths of these children. Findings revealed that the more number of negative characteristics listed, the less positive attitude, the lower the level of confidence and satisfaction the teacher has towards students with ADHD. Result also showed that only about 50% of the teachers reported making classroom accommodation for students with ADHD. The more experienced the teacher is, the more variety of strategies he/she used when teaching students with ADHD. Finally, the results found that ADHD knowledge scores were positively correlated with attitude towards children with ADHD, and satisfaction in teaching children with ADHD.
The relationships between the above variables and teacher attitudes, confidence, and satisfaction teaching students with ADHD were also investigated. Two hundred and sixty-three primary school teachers in Singapore participated in the study by completing a questionnaire. Analysis of the results showed that teachers’ descriptions of children with ADHD tend to focus on the ADHD symptoms and behavioural problems, and neglect the positive attributes or strengths of these children. Findings revealed that the more number of negative characteristics listed, the less positive attitude, the lower the level of confidence and satisfaction the teacher has towards students with ADHD. Result also showed that only about 50% of the teachers reported making classroom accommodation for students with ADHD. The more experienced the teacher is, the more variety of strategies he/she used when teaching students with ADHD. Finally, the results found that ADHD knowledge scores were positively correlated with attitude towards children with ADHD, and satisfaction in teaching children with ADHD.
Date Issued
2011
Call Number
LC4713.2 Tan
Date Submitted
2011