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KNOWLEDGE, ATTITUDES, AND PRACTICES OF PRIMARY SCHOOL TEACHERS TOWARDS ADHD STUDENTS
Corresponding Author(s) : Syed Afzal Shah
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: This study was designed to explore the knowledge, attitude, and practices of teachers toward ADHD students. The objectives of the study were to document the knowledge, attitude, and practices of the teachers regarding ADHD, to find out the difference between knowledge attitude and practices among different strata of teachers, and to find out the effect of age, experience, and qualification on knowledge, attitude, and practices of teachers towards ADHD.
Methodology: Stratified random sampling technique was used to select 600 primary school teachers from 2469 primary school teachers of district Haripur. This instrument contained 29 statements. This scale has three dimensions. Knowledge (statements 1-17), Attitude (statements18-35), and Practices (statements 36-52). The Cronbach Alpha reliability coefficient for the questionnaire was 0.76 which was got through the pilot study conducted on sixty teachers.
Main findings: The results indicate that overall practices of teachers are the highest in comparison to Knowledge and Attitude. There was no significant difference between knowledge, practices, and attitudes about ADHD between different strata i-e Urban and Rural area primary teachers, Male and Female primary teachers, and public and Private primary teachers. Furthermore, experience, Age, and Qualification have a profound influence on primary teachers’ knowledge regarding ADHD. Teachers’ Qualification has a profound influence over primary teacher’s Attitude towards students with ADHD. Thus, qualification has a profound influence over primary teacher’s practices towards students with ADHD.
Applications of the study: This study is applicable in the field of primary education where the teachers are assessed to find out their knowledge, attitude, and practices towards ADHD students.
Novelty originality of this study: Much of the research is conducted in mainstream education but this research specifically explores the knowledge, attitude of teachers towards ADHD students. Therefore, this research is a torchbearer in this particular area of education.
Keywords
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- Adiputra, S. (2019). Perceptions of Inclusion Education by Parents of Elementary School-Aged Children in Lampung, Indonesia. International journal of instruction, 12(1), 199-212. https://doi.org/10.29333/ iji.2019.12113a DOI: https://doi.org/10.29333/iji.2019.12113a
- Anastopoulos, A. D., King, K. A., Besecker, L. H., O’Rourke, S. R., Bray, A. C., & Supple, A. J. (2020). Cognitive-behavioral therapy for college students with ADHD: Temporal stability of improvements in functioning following active treatment. Journal of Attention Disorders, 24(6), 863-874. https://doi.org/1 0.1177/1087054717749932 DOI: https://doi.org/10.1177/1087054717749932
- Bolinger, S. J., Mucherah, D., Markelz, D., & Andrew, M. (2020). Teacher Knowledge of Attention-Deficit/Hyperactivity Disorder and Classroom Management. The Journal of Special Education Apprenticeship, 9(1), 1-14.
- Canals, J., Morales-Hidalgo, P., Jané, M. C., & Domènech, E. (2018). ADHD prevalence in Spanish preschoolers: comorbidity, socio-demographic factors, and functional consequences. Journal of Attention Disorders, 22(2), 143-153. https://doi.org/10.1177/1087054716638511 DOI: https://doi.org/10.1177/1087054716638511
- Capodieci, A., Lachina, S., & Cornoldi, C. (2018). Handwriting difficulties in children with attention deficit hyperactivity disorder (ADHD). Research in Developmental Disabilities, 74, 41-49. https://doi.org/10.10 16/j.ridd.2018.01.003 DOI: https://doi.org/10.1016/j.ridd.2018.01.003
- Carroccia, G. (2020). Evaluating ADHD in Children and Adolescents: A Comprehensive Diagnostic Screening System: An ADHDology Book. Charles C Thomas Publisher.
- Charlotte W. Greenway & Alison Rees Edwards (2020) Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants, Australian Journal of Learning Difficulties, 25, 1, 31-49. https://doi.org/10.1080/19404158.2019.1709875 DOI: https://doi.org/10.1080/19404158.2019.1709875
- De Sousa, D. S. (2020). Primary School Teachers’ Knowledge, Beliefs, and Classroom Management Practices of Learners Presenting with Symptoms of ADHD. University of Johannesburg (South Africa).
- Dort, M., Strelow, A., Schwinger, M., & Christiansen, H. (2020). What teachers think and know about ADHD: Validation of the ADHD-school-expectation questionnaire (ASE). International Journal of Disability, Development and Education, 1-14. https://doi.org/10.1080/1034912X.2020.1843142 DOI: https://doi.org/10.1080/1034912X.2020.1843142
- Emberti Gialloreti, L., Mazzone, L., Benvenuto, A., Fasano, A., Garcia Alcon, A., Kraneveld, A., ... & Curatolo, P. (2019). Risk and protective environmental factors associated with autism spectrum disorder: evidence-based principles and recommendations. Journal of clinical medicine, 8(2), 217. https://doi.org/10.3390/jcm8020217 DOI: https://doi.org/10.3390/jcm8020217
- Ewe, L. P. (2019). ADHD symptoms and the teacher–student relationship: a systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136-155. https://doi.org/10.1080/136327 52.2019.1597562 DOI: https://doi.org/10.1080/13632752.2019.1597562
- Frank-Briggs, A. I. (2011). Attention deficit hyperactivity disorder (ADHD). Journal of Pediatric Neurology, 9(3), 291-298. https://doi.org/10.3233/JPN-2011-0494 DOI: https://doi.org/10.3233/JPN-2011-0494
- Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2020, February). Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD. In Child & Youth Care Forum (Vol. 49, No. 1, pp. 1-22). Springer US. https://doi.org/10.1007/s10566-019-09515-7 DOI: https://doi.org/10.1007/s10566-019-09515-7
- Guerra, F., Tiwari, A., Das, A., Cavazos Vela, J., & Sharma, M. (2017). Examining teachers' understanding of attention deficit hyperactivity disorder. Journal of Research in Special Educational Needs, 17(4), 247-256. https://doi.org/10.1111/1471-3802.12382 DOI: https://doi.org/10.1111/1471-3802.12382
- Hollingdale, J., Woodhouse, E., Young, S., Fridman, A., & Mandy, W. (2020). Autistic spectrum disorder symptoms in children and adolescents with attention-deficit/hyperactivity disorder: a meta-analytical review. Psychological medicine, 50(13), 2240-2253. https://doi.org/10.1017/S0033291719002368 DOI: https://doi.org/10.1017/S0033291719002368
- Lamichhane, S & Sharma P (2019). Knowledge on children’s attention deficit hyperactivity disorder among school teachers in chitwan. Journal of Manmohan Memorial Institute of Health Sciences, 5 (1), 57-67. https://doi.org/10.3126/jmmihs.v5i1.24074 DOI: https://doi.org/10.3126/jmmihs.v5i1.24074
- Latouche, A. P., & Gascoigne, M. (2019). In-service training for increasing teachers’ ADHD knowledge and self-efficacy. Journal of attention disorders, 23(3), 270-281. https://doi.org/10.1177/1087054717707045 DOI: https://doi.org/10.1177/1087054717707045
- Lugo-Candelas, C., Flegenheimer, C., McDermott, J. M., & Harvey, E. (2017). Emotional understanding, reactivity, and regulation in young children with ADHD symptoms. Journal of abnormal child psychology, 45(7), 1297-1310. https://doi.org/10.1007/s10802-016-0244-7 DOI: https://doi.org/10.1007/s10802-016-0244-7
- Luthar, S. S., Kumar, N. L., & Zillmer, N. (2020). High-achieving schools connote risks for adolescents: Problems documented, processes implicated, and directions for interventions. American Psychologist, 75(7), 983. https://doi.org/10.1037/amp0000556 DOI: https://doi.org/10.1037/amp0000556
- Merga, M. K. (2020). “Fallen through the cracksâ€: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education, 54(4), 371-395. https://doi.org/10.1080/042 50494.2019.1672502 DOI: https://doi.org/10.1080/04250494.2019.1672502
- Mohammed, A. H. (2019). Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD). Global Journal of Health Science, 11(3), 1-32. https://doi.org/1 0.5539/gjhs.v11n3p32 DOI: https://doi.org/10.5539/gjhs.v11n3p32
- Mulholland, S. M., Cumming, T. M., & Jung, J. Y. (2015). Teacher attitudes towards students who exhibit ADHD-type behaviours. Australasian Journal of Special and Inclusive Education, 39(1), 15-36. https://doi.org/10.1017/jse.2014.18 DOI: https://doi.org/10.1017/jse.2014.18
- Murray, A. L., Eisner, M., Obsuth, I., & Ribeaud, D. (2020). Identifying early markers of “Late Onset†attention deficit and hyperactivity/impulsivity symptoms. Journal of attention disorders, 24(13), 1796-1806. https://doi.org/10.1177/1087054717705202 DOI: https://doi.org/10.1177/1087054717705202
- Nelson, J. M., Whipple, B., Lindstrom, W., & Foels, P. A. (2019). How is ADHD assessed and documented? Examination of psychological reports submitted to determine eligibility for postsecondary disability. Journal of Attention Disorders, 23(14), 1780-1791. https://doi.org/10.1177/1087054714561860 DOI: https://doi.org/10.1177/1087054714561860
- Nigg, J. T., Sibley, M. H., Thapar, A., & Karalunas, S. L. (2020). Development of ADHD: Etiology, Heterogeneity, and Early Life Course. Annual Review of Developmental Psychology, 2, 559-583. https://doi.org/10.1146/annurev-devpsych-060320-093413 DOI: https://doi.org/10.1146/annurev-devpsych-060320-093413
- Owens, J. (2021). Parental intervention in school, academic pressure, and childhood diagnoses of ADHD. Social Science & Medicine, 272, 113746. https://doi.org/10.1016/j.socscimed.2021.113746 DOI: https://doi.org/10.1016/j.socscimed.2021.113746
- Owens, J. S., Evans, S. W., Coles, E. K., Holdaway, A. S., Himawan, L. K., Mixon, C. S., & Egan, T. E. (2020). Consultation for classroom management and targeted interventions: Examining benchmarks for teacher practices that produce desired change in student behavior. Journal of Emotional and Behavioral Disorders, 28(1), 52-64. https://doi.org/10.1177/1063426618795440 DOI: https://doi.org/10.1177/1063426618795440
- Pollak, Y., Dekkers, T. J., Shoham, R., & Huizenga, H. M. (2019). Risk-taking behavior in attention deficit/hyperactivity disorder (ADHD): A review of potential underlying mechanisms and of interventions. Current psychiatry reports, 21(5), 1-11. https://doi.org/10.1007/s11920-019-1019-y DOI: https://doi.org/10.1007/s11920-019-1019-y
- Shapiro, D. (2019). Parent Child Excursions: ADHD, Anxiety, and Autism. Dagmar Miura.
- Siedentop, D., Hastie, P., & Van der Mars, H. (2019). Complete guide to sport education. Human Kinetics.
- Slobodin, O., & Masalha, R. (2020). Challenges in ADHD care for ethnic minority children: a review of the current literature. Transcultural psychiatry, 57(3), 468-483. https://doi.org/10.1177/1363461520902885 DOI: https://doi.org/10.1177/1363461520902885
- Smith, Z. R., & Langberg, J. M. (2018). Review of the evidence for motivation deficits in youth with ADHD and their association with functional outcomes. Clinical child and family psychology review, 21(4), 500-526. https://doi.org/10.1007/s10567-018-0268-3 DOI: https://doi.org/10.1007/s10567-018-0268-3
- Soylu, F. (2019). Inclusion of the Children with Autism Spectrum Disorder in a Private Mainstream School in Abu Dhabi: An Investigative Study (Doctoral dissertation, The British University in Dubai (BUiD).
- Symeonidou, S., & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25, 543– 550. https://doi.org/10.1016/j.tate.2009.02.001 DOI: https://doi.org/10.1016/j.tate.2009.02.001
- Szalados, J. E. (2019). Ethics and law for neurosciences clinicians: foundations and evolving challenges. Rutgers University Press. DOI: https://doi.org/10.36019/9780813593906
- Tibke, J. (2019). Why the Brain Matters: A Teacher Explores Neuroscience. SAGE. https://doi.org/10.36019/ 9780813593906
- Weibel, S., Menard, O., Ionita, A., Boumendjel, M., Cabelguen, C., Kraemer, C., ... & Lopez, R. (2020). Practical considerations for the evaluation and management of Attention Deficit Hyperactivity Disorder (ADHD) in adults. L'encephale, 46(1), 30-40. https://doi.org/10.1016/j.encep.2019.06.005 DOI: https://doi.org/10.1016/j.encep.2019.06.005
- West, J., Taylor, M., Houghton, S., & Hudyma, S. (2005). A comparison of teachers’ and parents’ knowledge and beliefs about attention-deficit/hyperactivity disorder (ADHD). School Psychology International, 26, 192– 208. https://doi.org/10.1177/0143034305052913 DOI: https://doi.org/10.1177/0143034305052913
- Young, S., Adamo, N., Ãsgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., ... & Woodhouse, E. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/hyperactivity disorder in girls and women. BMC psychiatry, 20(1), 1-27. https://doi.org/10.1186/s12888-020-02707-9 DOI: https://doi.org/10.1186/s12888-020-02707-9
- Youssef, M. K., Hutchinson, G., & Youssef, F. F. (2015). Knowledge of and attitudes toward ADHD among teachers: Insights from a Caribbean nation. Sage Open, 5(1), 1-8. https://doi.org/10.1177/2158244014566761 DOI: https://doi.org/10.1177/2158244014566761
References
Adiputra, S. (2019). Perceptions of Inclusion Education by Parents of Elementary School-Aged Children in Lampung, Indonesia. International journal of instruction, 12(1), 199-212. https://doi.org/10.29333/ iji.2019.12113a DOI: https://doi.org/10.29333/iji.2019.12113a
Anastopoulos, A. D., King, K. A., Besecker, L. H., O’Rourke, S. R., Bray, A. C., & Supple, A. J. (2020). Cognitive-behavioral therapy for college students with ADHD: Temporal stability of improvements in functioning following active treatment. Journal of Attention Disorders, 24(6), 863-874. https://doi.org/1 0.1177/1087054717749932 DOI: https://doi.org/10.1177/1087054717749932
Bolinger, S. J., Mucherah, D., Markelz, D., & Andrew, M. (2020). Teacher Knowledge of Attention-Deficit/Hyperactivity Disorder and Classroom Management. The Journal of Special Education Apprenticeship, 9(1), 1-14.
Canals, J., Morales-Hidalgo, P., Jané, M. C., & Domènech, E. (2018). ADHD prevalence in Spanish preschoolers: comorbidity, socio-demographic factors, and functional consequences. Journal of Attention Disorders, 22(2), 143-153. https://doi.org/10.1177/1087054716638511 DOI: https://doi.org/10.1177/1087054716638511
Capodieci, A., Lachina, S., & Cornoldi, C. (2018). Handwriting difficulties in children with attention deficit hyperactivity disorder (ADHD). Research in Developmental Disabilities, 74, 41-49. https://doi.org/10.10 16/j.ridd.2018.01.003 DOI: https://doi.org/10.1016/j.ridd.2018.01.003
Carroccia, G. (2020). Evaluating ADHD in Children and Adolescents: A Comprehensive Diagnostic Screening System: An ADHDology Book. Charles C Thomas Publisher.
Charlotte W. Greenway & Alison Rees Edwards (2020) Knowledge and attitudes towards attention-deficit hyperactivity disorder (ADHD): a comparison of teachers and teaching assistants, Australian Journal of Learning Difficulties, 25, 1, 31-49. https://doi.org/10.1080/19404158.2019.1709875 DOI: https://doi.org/10.1080/19404158.2019.1709875
De Sousa, D. S. (2020). Primary School Teachers’ Knowledge, Beliefs, and Classroom Management Practices of Learners Presenting with Symptoms of ADHD. University of Johannesburg (South Africa).
Dort, M., Strelow, A., Schwinger, M., & Christiansen, H. (2020). What teachers think and know about ADHD: Validation of the ADHD-school-expectation questionnaire (ASE). International Journal of Disability, Development and Education, 1-14. https://doi.org/10.1080/1034912X.2020.1843142 DOI: https://doi.org/10.1080/1034912X.2020.1843142
Emberti Gialloreti, L., Mazzone, L., Benvenuto, A., Fasano, A., Garcia Alcon, A., Kraneveld, A., ... & Curatolo, P. (2019). Risk and protective environmental factors associated with autism spectrum disorder: evidence-based principles and recommendations. Journal of clinical medicine, 8(2), 217. https://doi.org/10.3390/jcm8020217 DOI: https://doi.org/10.3390/jcm8020217
Ewe, L. P. (2019). ADHD symptoms and the teacher–student relationship: a systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136-155. https://doi.org/10.1080/136327 52.2019.1597562 DOI: https://doi.org/10.1080/13632752.2019.1597562
Frank-Briggs, A. I. (2011). Attention deficit hyperactivity disorder (ADHD). Journal of Pediatric Neurology, 9(3), 291-298. https://doi.org/10.3233/JPN-2011-0494 DOI: https://doi.org/10.3233/JPN-2011-0494
Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2020, February). Unknown, Unloved? Teachers’ Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD. In Child & Youth Care Forum (Vol. 49, No. 1, pp. 1-22). Springer US. https://doi.org/10.1007/s10566-019-09515-7 DOI: https://doi.org/10.1007/s10566-019-09515-7
Guerra, F., Tiwari, A., Das, A., Cavazos Vela, J., & Sharma, M. (2017). Examining teachers' understanding of attention deficit hyperactivity disorder. Journal of Research in Special Educational Needs, 17(4), 247-256. https://doi.org/10.1111/1471-3802.12382 DOI: https://doi.org/10.1111/1471-3802.12382
Hollingdale, J., Woodhouse, E., Young, S., Fridman, A., & Mandy, W. (2020). Autistic spectrum disorder symptoms in children and adolescents with attention-deficit/hyperactivity disorder: a meta-analytical review. Psychological medicine, 50(13), 2240-2253. https://doi.org/10.1017/S0033291719002368 DOI: https://doi.org/10.1017/S0033291719002368
Lamichhane, S & Sharma P (2019). Knowledge on children’s attention deficit hyperactivity disorder among school teachers in chitwan. Journal of Manmohan Memorial Institute of Health Sciences, 5 (1), 57-67. https://doi.org/10.3126/jmmihs.v5i1.24074 DOI: https://doi.org/10.3126/jmmihs.v5i1.24074
Latouche, A. P., & Gascoigne, M. (2019). In-service training for increasing teachers’ ADHD knowledge and self-efficacy. Journal of attention disorders, 23(3), 270-281. https://doi.org/10.1177/1087054717707045 DOI: https://doi.org/10.1177/1087054717707045
Lugo-Candelas, C., Flegenheimer, C., McDermott, J. M., & Harvey, E. (2017). Emotional understanding, reactivity, and regulation in young children with ADHD symptoms. Journal of abnormal child psychology, 45(7), 1297-1310. https://doi.org/10.1007/s10802-016-0244-7 DOI: https://doi.org/10.1007/s10802-016-0244-7
Luthar, S. S., Kumar, N. L., & Zillmer, N. (2020). High-achieving schools connote risks for adolescents: Problems documented, processes implicated, and directions for interventions. American Psychologist, 75(7), 983. https://doi.org/10.1037/amp0000556 DOI: https://doi.org/10.1037/amp0000556
Merga, M. K. (2020). “Fallen through the cracksâ€: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education, 54(4), 371-395. https://doi.org/10.1080/042 50494.2019.1672502 DOI: https://doi.org/10.1080/04250494.2019.1672502
Mohammed, A. H. (2019). Saudi Arabian Pre-Service Special Education Teachers Knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD). Global Journal of Health Science, 11(3), 1-32. https://doi.org/1 0.5539/gjhs.v11n3p32 DOI: https://doi.org/10.5539/gjhs.v11n3p32
Mulholland, S. M., Cumming, T. M., & Jung, J. Y. (2015). Teacher attitudes towards students who exhibit ADHD-type behaviours. Australasian Journal of Special and Inclusive Education, 39(1), 15-36. https://doi.org/10.1017/jse.2014.18 DOI: https://doi.org/10.1017/jse.2014.18
Murray, A. L., Eisner, M., Obsuth, I., & Ribeaud, D. (2020). Identifying early markers of “Late Onset†attention deficit and hyperactivity/impulsivity symptoms. Journal of attention disorders, 24(13), 1796-1806. https://doi.org/10.1177/1087054717705202 DOI: https://doi.org/10.1177/1087054717705202
Nelson, J. M., Whipple, B., Lindstrom, W., & Foels, P. A. (2019). How is ADHD assessed and documented? Examination of psychological reports submitted to determine eligibility for postsecondary disability. Journal of Attention Disorders, 23(14), 1780-1791. https://doi.org/10.1177/1087054714561860 DOI: https://doi.org/10.1177/1087054714561860
Nigg, J. T., Sibley, M. H., Thapar, A., & Karalunas, S. L. (2020). Development of ADHD: Etiology, Heterogeneity, and Early Life Course. Annual Review of Developmental Psychology, 2, 559-583. https://doi.org/10.1146/annurev-devpsych-060320-093413 DOI: https://doi.org/10.1146/annurev-devpsych-060320-093413
Owens, J. (2021). Parental intervention in school, academic pressure, and childhood diagnoses of ADHD. Social Science & Medicine, 272, 113746. https://doi.org/10.1016/j.socscimed.2021.113746 DOI: https://doi.org/10.1016/j.socscimed.2021.113746
Owens, J. S., Evans, S. W., Coles, E. K., Holdaway, A. S., Himawan, L. K., Mixon, C. S., & Egan, T. E. (2020). Consultation for classroom management and targeted interventions: Examining benchmarks for teacher practices that produce desired change in student behavior. Journal of Emotional and Behavioral Disorders, 28(1), 52-64. https://doi.org/10.1177/1063426618795440 DOI: https://doi.org/10.1177/1063426618795440
Pollak, Y., Dekkers, T. J., Shoham, R., & Huizenga, H. M. (2019). Risk-taking behavior in attention deficit/hyperactivity disorder (ADHD): A review of potential underlying mechanisms and of interventions. Current psychiatry reports, 21(5), 1-11. https://doi.org/10.1007/s11920-019-1019-y DOI: https://doi.org/10.1007/s11920-019-1019-y
Shapiro, D. (2019). Parent Child Excursions: ADHD, Anxiety, and Autism. Dagmar Miura.
Siedentop, D., Hastie, P., & Van der Mars, H. (2019). Complete guide to sport education. Human Kinetics.
Slobodin, O., & Masalha, R. (2020). Challenges in ADHD care for ethnic minority children: a review of the current literature. Transcultural psychiatry, 57(3), 468-483. https://doi.org/10.1177/1363461520902885 DOI: https://doi.org/10.1177/1363461520902885
Smith, Z. R., & Langberg, J. M. (2018). Review of the evidence for motivation deficits in youth with ADHD and their association with functional outcomes. Clinical child and family psychology review, 21(4), 500-526. https://doi.org/10.1007/s10567-018-0268-3 DOI: https://doi.org/10.1007/s10567-018-0268-3
Soylu, F. (2019). Inclusion of the Children with Autism Spectrum Disorder in a Private Mainstream School in Abu Dhabi: An Investigative Study (Doctoral dissertation, The British University in Dubai (BUiD).
Symeonidou, S., & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25, 543– 550. https://doi.org/10.1016/j.tate.2009.02.001 DOI: https://doi.org/10.1016/j.tate.2009.02.001
Szalados, J. E. (2019). Ethics and law for neurosciences clinicians: foundations and evolving challenges. Rutgers University Press. DOI: https://doi.org/10.36019/9780813593906
Tibke, J. (2019). Why the Brain Matters: A Teacher Explores Neuroscience. SAGE. https://doi.org/10.36019/ 9780813593906
Weibel, S., Menard, O., Ionita, A., Boumendjel, M., Cabelguen, C., Kraemer, C., ... & Lopez, R. (2020). Practical considerations for the evaluation and management of Attention Deficit Hyperactivity Disorder (ADHD) in adults. L'encephale, 46(1), 30-40. https://doi.org/10.1016/j.encep.2019.06.005 DOI: https://doi.org/10.1016/j.encep.2019.06.005
West, J., Taylor, M., Houghton, S., & Hudyma, S. (2005). A comparison of teachers’ and parents’ knowledge and beliefs about attention-deficit/hyperactivity disorder (ADHD). School Psychology International, 26, 192– 208. https://doi.org/10.1177/0143034305052913 DOI: https://doi.org/10.1177/0143034305052913
Young, S., Adamo, N., Ãsgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., ... & Woodhouse, E. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/hyperactivity disorder in girls and women. BMC psychiatry, 20(1), 1-27. https://doi.org/10.1186/s12888-020-02707-9 DOI: https://doi.org/10.1186/s12888-020-02707-9
Youssef, M. K., Hutchinson, G., & Youssef, F. F. (2015). Knowledge of and attitudes toward ADHD among teachers: Insights from a Caribbean nation. Sage Open, 5(1), 1-8. https://doi.org/10.1177/2158244014566761 DOI: https://doi.org/10.1177/2158244014566761