Saudi Arabian Teachers' Knowledge and Beliefs about ADHD

Autor/inn/en	Abed, Mohaned; Pearson, Susan; Clarke, Paula; Chambers, Mary
Titel	Saudi Arabian Teachers' Knowledge and Beliefs about ADHD
Quelle	In: Journal of the International Association of Special Education, 15 (2014) 1, S.67-74 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Foreign Countries; Attention Deficit Hyperactivity Disorder; Teacher Attitudes; Knowledge Level; Beliefs; Questionnaires; Interviews; Symptoms (Individual Disorders); Etiology; Intervention; Mixed Methods Research; Elementary School Teachers; Special Education; Coding; Semi Structured Interviews; Public Schools; Private Schools; Scores; Gender Differences; Information Sources; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Wissensbasis; Belief; Glaube; Fragebogen; Interviewing; Interviewtechnik; Psychiatrische Symptomatik; Ätiologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special needs education; Sonderpädagogik; Sonderschulwesen; Codierung; Programmierung; Public school; Öffentliche Schule; Private school; Privatschule; Geschlechterkonflikt; Information source; Informationsquelle; Saudi-Arabien
Abstract	Attention Deficit Hyperactivity Disorder (ADHD) is considered one of the most frequently diagnosed psychiatric childhood disorders. It affects 3-7% of school-aged children, interfering with their academic performance and social interactions. This study explored the knowledge and beliefs of teachers in Saudi Arabia about children with ADHD. The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to a sample of teachers, followed by interviews with a subset of the total respondents. The results indicated that the teachers knew more about the characteristics of ADHD than they knew about its related causes and treatment. Overall, the findings indicated that these teachers had some knowledge about general characteristics of ADHD, but they had little understanding of causes and possible interventions. These results suggest an important need for more formal teacher training regarding all aspects of ADHD in school-age children. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01