Determinants of teachers’ attitudes toward inclusion of pupils with attention deficit hyperactivity disorder: The role of teacher education

Flavian, Heidi; Uziely, Eran

doi:10.3389/feduc.2022.941699

Cited by 9 publications

(6 citation statements)

References 33 publications

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“…This perspective, on one side, agrees with the vision of inclusion promoted by Meininger [32] and, on the other side, it is consistent with the results of the work of Flavian & Uziely [17], who showed how as teachers actively model inclusion, this helps peers of pupils with ADHD to do the same, thus developing a spread inclusive learning environment.…”

Section: Discussionsupporting

confidence: 88%

“…Nevertheless, when teachers are informed about the basic features of ADHD, they tend to concentrate on the dysfunctional elements of these students [17][18][19]. This, in turn, could lead to additional stigma-related criticalities [20]: generating, for example, a lower selfesteem of these pupils [21], a worsening of the scholastic achievements [22] and producing critical pitfalls on the management of the critical issues themselves [23], such as an overreliance on pharmaceutical treatments [24].…”

mentioning

confidence: 99%

“…This, in turn, could lead to additional stigma-related criticalities [20]: generating, for example, a lower selfesteem of these pupils [21], a worsening of the scholastic achievements [22] and producing critical pitfalls on the management of the critical issues themselves [23], such as an overreliance on pharmaceutical treatments [24]. Therefore, it follows that these teachers' biased attitudes, beliefs, and narrations could negatively impact the inclusion process [17,25] and how peers will be involved in including the student with ADHD [26].…”

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confidence: 99%

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Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology

Bassi,

Moro,

Orrù

et al. 2024

BMC Psychol

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Background ADHD is the most common childhood neurodevelopmental disorder. The symptomatology makes the management of ADHD particularly demanding in school, so teachers’ training programs have been widely implemented. Nevertheless, these interventions could lead teachers to concentrate on the dysfunctional elements of these students, exposing them to the risk of stigmatisation. Conceptualising stigma and inclusion as narrative processes, the present study observed how teacher ADHD training texts, endorsed by the Italian government, impact on the inclusion process of students. Methods The research analysed a corpus of N = 31,261 text occurrences and focused on three areas: (1) ADHD as a clinical condition; (2) the impact of ADHD characteristics in the scholastic setting; (3) interventions to manage ADHD criticalities in school settings. To observe the interactive processes fostered by the narratives under scrutiny, we used Dialogic Science and MADIT methodology, since they allow us to measure the language use modalities through an index: the Dialogical Weight (dW). The value of dW ranges between 0.1 (min) and 0.9 (max) and is linked to the potential outcomes of inclusion for students with ADHD. A low dW accounts for narratives entrenched in personal beliefs presented as absolute truths, undermining inclusion of students with ADHD. In contrast, high dW signals language interaction relying on sharable elements, able to foster social unity and diminish stigma. Results The results yielded a critical discursive configuration, both in general and for the three distinct areas. We measured an overall Dialogical Weight of 0.4dW and, for the three areas (1) = 0.3dW; (2) = 0.3dW; (3) = 0.4dW. The analysed text does not maximise the triggering of inclusive interactions, as they rely on individual references and present one’s narrative as the sole plausible perspective: reinforcing already existing positions and exposing to the risk of stereotyping of the pupils. Conclusions The study highlighted how the ADHD training materials analysed, focusing on a purely informational and clinical approach, lose in effectiveness with respect to generating inclusive school settings. Finally, to promote the inclusion of these pupils, elements are offered for outlining an approach based on fostering active participation by all roles involved.

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Section: Discussionsupporting

confidence: 88%

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confidence: 99%

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confidence: 99%

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Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology

Bassi,

Moro,

Orrù

et al. 2024

BMC Psychol

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“…Results suggested that teaching students with ADHD diagnoses increased positive attitudes toward them ( Amha & Azale, 2022 ; Dessie et al, 2021 ), as did watching mass media as an information source about ADHD (Dessie et al). Furthermore, Cueli et al (2022) found that as teachers aged, their ADHD-specific attitudes became more negative, while having a close relationship with a student who had ADHD, having a relative with ADHD, or having ADHD themselves led to more positive opinions of their students with ADHD ( Flavian & Uziely, 2022 ). Finally, special education teachers were more likely to have more positive global attitudes scores (Flavian & Uziely), which contradicted an earlier study by Mahar and Chalmers (2007) who found that mainstream teachers were significantly more likely to strongly agree with the statement, “Students diagnosed with ADHD can learn successfully and effectively in the regular classroom” than their special education counterparts.…”

Section: Literature Reviewmentioning

confidence: 99%

Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes

2023

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Objective: The aim of this study is therefore twofold, first to accurately examine the ADHD-specific attitudes of New South Wales Government school in-service teachers using the Scale for ADHD-Specific Attitudes (Authors 2016), and second, to determine if any of their socio-demographic features could predict their attitudes Method: Exploratory factor analysis found a 5-factor structure, and multiple regression analysis was performed to establish the existence of groups of variables with respect to teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Results: The final regression model found significant predictors of each factor with R2 values ranging from .007 to .147. Conclusion: This study illustrated that teachers had generally positive attitudes towards students who display ADHD-type behaviours, however, they found the externalised behaviours of ADHD irritating in the classroom and found teaching students with ADHD-type behaviours difficult, and teachers want more information about ADHD and how to manage it in the classroom.

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“…For instance, technologies that transform from Braille to word-type and back for learners with vision impairments, or from written texts to audio-recording and text-to-speech apps for those with hearing impairments [7]. Nevertheless, it should be remembered that one of the goals of the education system is to promote the inclusion of learners with SNs into the school system and into society [8,9]. Consequently, not only must educators learn how to integrate digital tools that promote efficient differential learning, but they must also make sure they use appropriately relevant technological tools to ensure that all learners develop the social skills that will promote their integration and inclusion in the future.…”

Section: Introductionmentioning

confidence: 99%

Promoting Social Skills among Generation Alpha Learners with Special Needs

Flavian

2024

Education Sciences

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Since digital learning and communication tools are ubiquitous, educators no longer need to teach Generation Alpha (GA) learners how to approach and use them. Nevertheless, while digital tools provide numerous advantages, researchers claim that the development of social skills is challenging for GA learners, given their lack of social experiences and interactions. These challenges are greater among learners with special needs (SNs). This study examines teachers’ attitudes toward the integration of digital tools promoting social skills among GA learners with SNs, rather than focusing on academic skills. Twenty-one semi-structured interviews underwent qualitative analysis. Participants emphasized both the advantages and challenges of using digital tools and shared their perspectives regarding the possible effective use of these tools among learners with SNs.

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Determinants of teachers’ attitudes toward inclusion of pupils with attention deficit hyperactivity disorder: The role of teacher education

Cited by 9 publications

References 33 publications

Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology

Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology

Accurately Assessing Teacher ADHD-Specific Attitudes Using the Scale for ADHD-Specific Attitudes

Promoting Social Skills among Generation Alpha Learners with Special Needs

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