Teaching Children with ADHD: Icelandic Early Childhood Teachers' Perspectives

Autor/in	Einarsdottir, Johanna
Titel	Teaching Children with ADHD: Icelandic Early Childhood Teachers' Perspectives
Quelle	In: Early Child Development and Care, 178 (2008) 4, S.375-397 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Hyperactivity; Attention Deficit Disorders; Children; Drug Use; Special Needs Students; Young Children; Elementary School Teachers; Elementary School Students; Preschool Children; Student Behavior; Teacher Attitudes; Social Influences; Cultural Influences; Preschool Teachers; Environmental Influences; Iceland + Suchen Sie Ihr Suchwort? Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Child; Kind; Kinder; Drug consumption; Substance abuse; Drogenkonsum; Sonderpädagogischer Förderbedarf; Frühe Kindheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Lehrerverhalten; Sozialer Einfluss; Cultural influence; Kultureinfluss; Erzieher; Erzieherin; Kindergärtnerin; Environmental influence; Umwelteinfluss; Island
Abstract	Medication for the treatment of Attention Deficit/Hyperactivity Disorder (ADHD) has increased tremendously in Iceland during the last decade and the country has now the highest prescription rates for methylphenidate in the world. This study examines Icelandic early childhood teachers' experiences and perspectives of children with behavioural problems and ADHD-associated behaviour as well as the support and conditions they feel these children need in schools. Interviews were conducted with eight playschool teachers and eight first-grade teachers in three playschools and three compulsory schools in Reykjavik. The results indicate that children's behaviour and teachers' views of the children's behaviour cannot be understood without considering their social, cultural and historical contexts. Furthermore, the increase of diagnoses and medication for treatment of ADHD must be seen in relation to the Icelandic cultural and educational context where enormous changes have occurred in a short time. (Contains 3 figures, 2 tables and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10