ADHD in Schools: Prevalence, Multi-Professional Involvements and School Training Needs in an LEA

Autor/inn/en	Wheeler, Linda; Pumfrey, Peter; Wakefield, Peter; Quill, Wendy
Titel	ADHD in Schools: Prevalence, Multi-Professional Involvements and School Training Needs in an LEA
Quelle	In: Emotional & Behavioural Difficulties, 13 (2008) 3, S.163-177 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
Schlagwörter	Special Schools; Student Needs; Incidence; Hyperactivity; Attention Deficit Disorders; Educational Practices; School Districts; Educational Change; Foreign Countries; Inclusive Schools; Gender Differences; Age Differences; Special Needs Students; Drug Therapy; Clinical Diagnosis; Staff Development; Educational Needs; Mainstreaming; United Kingdom + Suchen Sie Ihr Suchwort? Special school; Sonderschule; Vorkommen; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Bildungspraxis; School district; Schulbezirk; Bildungsreform; Ausland; Inclusive school; Integrative Schule; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Educational need; Bildungsbedarf; Großbritannien
Abstract	As part of research undertaken by the first author, a survey of schools was carried out in one local education authority (LEA) in order to gather information about pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). All mainstream and special schools and pupil referral units were approached and a response rate of 94% was achieved. In 151 schools there were 413 pupils reported as being formally diagnosed with ADHD. The survey results include details of prevalence, the balance of gender, age and special educational need (SEN) Code of Practice levels, issues of diagnosis and medication, co-morbidity and school training needs. In addition, responses from two ADHD study days, one held during the survey data collection phase and the second following dissemination of the results, provided supplementary information regarding school training needs. Implications for inclusive educational practice are discussed with reference to: prevalence rates; multi-professional identification, assessment and management of the disorder; the need for and nature of the training schools require. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10