苏格兰教师对ADHD儿童全纳教育的认知与实践:一项质性调查

IF 1.1 4区 教育学 Q3 EDUCATION, SPECIAL
Claire Wilson, Christina N. Green, Martin K. Toye, Carrie Ballantyne
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引用次数: 0

摘要

摘要有限的定性研究考察了教师对注意缺陷多动障碍(ADHD)的理解、他们对主流学校接纳ADHD儿童的态度以及他们如何支持这些学生。为了解决这一问题,本研究采用定性方法考察了教师对多动症的理解、他们对包容的态度以及他们对多动症儿童的包容行为。对苏格兰10所学校的教师(n = 10)进行了半结构化访谈。专题分析确定了四个主题:ADHD存在和重要性;女孩不受关注;有限培训的影响;在内地工作。教师的看法可能会影响ADHD的诊断和成功的融入。研究结果表明,有必要对教师进行培训,让他们了解ADHD的病因和性别在症状中的作用。课堂教师应该获得更多的支持,以帮助他们成功地与患有多动症的儿童一起工作。该研究为ADHD的教师教育和专业发展提供了建议。关键词:注意缺陷多动障碍包容性实践教师态度披露声明作者未报告潜在的利益冲突。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers’ Perceptions and Practices Towards Inclusive Education for Children with ADHD in Scotland: A Qualitative Investigation
ABSTRACTLimited qualitative research has examined teachers’ understanding of Attention Deficit/Hyperactivity Disorder (ADHD), their attitudes towards the inclusion of children with ADHD in mainstream schools and how they support such learners . To address this, the current study used qualitative methodology to examine teachers’ understanding of ADHD, their attitudes towards inclusion and their inclusive behaviours for children with ADHD. Semi-structured interviews were conducted with teachers (n = 10) working in 10 Scottish schools. A thematic analysis identified four themes: ADHD Existence and Importance; Girls Go Under the Radar; The Impact of Limited Training; Working Inclusively. Teachers’ perceptions may impact upon ADHD diagnosis and successful inclusion. The findings suggest the need for training to educate teachers about the causes of ADHD and the role of gender in symptoms. Classroom teachers should have access to more support to help them work successfully with children with ADHD. The study provides recommendations for teacher education and professional development surrounding ADHD.KEYWORDS: ADHDinclusioninclusive practiceteacher attitudes Disclosure StatementNo potential conflict of interest was reported by the author(s).
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来源期刊
CiteScore
3.00
自引率
9.10%
发文量
41
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