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http://dx.doi.org/10.14400/JDC.2017.15.5.363

Assessment of Elementary Teachers' Knowledge about ADHD, Attitude, Stress Level and Intention for Inclusion Education  

Choi, Yeon-Sook (BaeWha Women's University, Department of Child care and Education)
Publication Information
Journal of Digital Convergence / v.15, no.5, 2017 , pp. 363-372 More about this Journal
Abstract
Attention deficit hyperactivity disorder (ADHD) is a relatively common condition of childhood onset and is of significant educational and social concern in elementary school. Investigating the determinants of teachers' attitudes and behavior and their relative importance is crucial for improving teaching practices and initial teacher education for effective inclusion of ADHD children. Based on two hundred and twenty seven survey responses from elementary school teachers, having experienced in dealing with ADHD students, this paper examines the age, gender, career and training-hours effects on the knowledge, attitude, stress and inclusive education involving ADHD children. The regression analysis shows that the gender influences the level of stress and that the training hours has some impact on the knowledge about ADHD at 5% significance level. However, the number of ADHD children experienced, age, gender, career and training-hours were identified as the non-significant predictors of teaching behavior in relation to ADHD children. As a conclusion, a brief discussion concerning the critical needs of elementary school teachers is also presented.
Keywords
ADHD; Inclusive Education; Elementary School Teachers; Attitudes; Knowledge Level; Fish-bone Chart;
Citations & Related Records
Times Cited By KSCI : 7  (Citation Analysis)
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