Knowledge and Misconceptions about Attention Deficit Hyperactivity Disorder (ADHD): A Comparison of Greek General and Special Education Teachers

Autor/inn/en	Stampoltzis, Aglaia; Antonopoulou, Katerina
Titel	Knowledge and Misconceptions about Attention Deficit Hyperactivity Disorder (ADHD): A Comparison of Greek General and Special Education Teachers
Quelle	In: International Journal of School & Educational Psychology, 1 (2013) 2, S.122-130 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2013.803000
Schlagwörter	Teacher Role; Knowledge Level; Misconceptions; Attention Deficit Hyperactivity Disorder; Comparative Analysis; Special Education; Special Education Teachers; General Education; Elementary School Teachers; Questionnaires; Teacher Characteristics; Foreign Countries; Statistical Analysis; Definitions; Symptoms (Individual Disorders); Etiology; Intervention; Multivariate Analysis; Greece + Suchen Sie Ihr Suchwort? Lehrerrolle; Wissensbasis; Missverständnis; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Grundschule; Volksschule; Fragebogen; Ausland; Statistische Analyse; Begriffsbestimmung; Psychiatrische Symptomatik; Ätiologie; Multivariate Analyse; Griechenland
Abstract	School teachers play an important role in the identification and assessment of pupils' difficulties, and have been considered one of the most valuable sources of information with regard to attention deficit hyperactivity disorder (ADHD) diagnoses. The study examines and compares general and special education teachers' knowledge and misconceptions about ADHD. In addition, it seeks to investigate the role of specific demographic variables, such as teaching experience and level of exposure to ADHD, on teacher knowledge. Two hundred thirty-four primary school teachers from 20 public school of the area of Athens, Greece completed the ADHD Knowledge Based Questionnaire. Findings suggested that special education teachers are more knowledgeable of issues related to ADHD in comparison to general education teachers. Both general and special educators were found to be most knowledgeable of the definition and characteristics of ADHD and least knowledgeable of its etiology and treatment. These findings support previous empirical evidence highlighting the need of providing teachers with continuous training and support to be better equipped in meeting the needs of ADHD pupils in mainstream school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01