Mohammed Bardi, N. Ghader, Hira AbdulRazzak, M. Alkuwari, L. Itani, Ateeq A. Qureshi, P. Young
{"title":"Knowledge about attention deficit hyperactivity disorder among primary school teachers in Dubai","authors":"Mohammed Bardi, N. Ghader, Hira AbdulRazzak, M. Alkuwari, L. Itani, Ateeq A. Qureshi, P. Young","doi":"10.1080/21683603.2021.1980474","DOIUrl":null,"url":null,"abstract":"ABSTRACT Teachers play a crucial role in the diagnosis and management of children with attention deficit hyperactivity disorder (ADHD). In the United Arab Emirates (UAE), teachers’ understanding of this condition has not been evaluated so far. Our study included teachers (n = 394) from 25 randomly selected primary schools in Dubai with the purpose of evaluating levels of knowledge about ADHD. Participants were asked to complete the “Knowledge of Attention Deficit Disorder Scale” (KADDS). On average, teachers showed knowledge on about half of the items in the questionnaire (48.2%), with the highest level of knowledge reported on the subscale related to symptoms/diagnosis (65.7%). We identified specific characteristics of ADHD where teachers’ understanding could be improved through training programs. This is important since awareness about the characteristics of ADHD supports the early detection of the disorder and also helps the learning environment for children with the condition.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2021.1980474","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT Teachers play a crucial role in the diagnosis and management of children with attention deficit hyperactivity disorder (ADHD). In the United Arab Emirates (UAE), teachers’ understanding of this condition has not been evaluated so far. Our study included teachers (n = 394) from 25 randomly selected primary schools in Dubai with the purpose of evaluating levels of knowledge about ADHD. Participants were asked to complete the “Knowledge of Attention Deficit Disorder Scale” (KADDS). On average, teachers showed knowledge on about half of the items in the questionnaire (48.2%), with the highest level of knowledge reported on the subscale related to symptoms/diagnosis (65.7%). We identified specific characteristics of ADHD where teachers’ understanding could be improved through training programs. This is important since awareness about the characteristics of ADHD supports the early detection of the disorder and also helps the learning environment for children with the condition.
期刊介绍:
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.