Pre-service and In-service Secondary School Teachers’ Knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD

Liang, Limeng; Gao, Xuesong

doi:10.1080/1034912x.2015.1123231

Cited by 17 publications

(10 citation statements)

References 18 publications

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“…Similarly, the item was excluded in another study conducted by Ohan et al () to avoid potential misinterpretation toward children from other ethnic groups. The Knowledge about ADHD measure had been translated and adapted for studies conducted in other contexts, such as Australia (Ohan et al, ), Canada (Uttamsingh, ), Hong Kong (Liang & Gao, ), and Italy (Frigerio, Montali, & Marzocchi, ). Given that the measure has been widely used in past research, it was used in this study to assess preservice teachers’ knowledge about ADHD.…”

Section: Methodsmentioning

confidence: 99%

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

Lee

Cheung²,

Chen³

2019

Psychology in the Schools

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The present study investigated preservice teachers' selfefficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character's gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self-efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character's gender and label on teachers' self-efficacy. Specifically, teachers perceived greater self-efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers' self-efficacy toward inclusive classroom management. K E Y W O R D S attention deficit/hyperactivity disorder (ADHD), classroom management, diagnostic label, gender, preservice teachers, self-efficacy Psychol Schs. 2019;56:595-607.wileyonlinelibrary.com/journal/pits

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Section: Methodsmentioning

confidence: 99%

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

Lee

Cheung²,

Chen³

2019

Psychology in the Schools

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“…Berdasarkan hasil pencarian, didapatkan 18 artikel yang membahas mengenai sikap guru terhadap pendidikan inklusif (termasuk anak penyandang disabilitas). Partisipan yang terlibat dalam artikel penelitian yang dianalisis yaitu mencakup calon guru (pre-service teacher) (Liang & Gao, 2016;Hoskin, et.al., 2015;Rakap, et.al., 2016) dan guru (in-service teacher) (Parchomiuk, 2015;Cwirynkalo, et.al., 2017;Liang & Gao, 2016;Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Sharma, et.al., 2018;Dias & Cadime, 2016;Desombre, et.al., 2018;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015;Donohue & Bomman, 2015;Mngo & Mngo, 2018;Butakor, et.al., 2018;Kurniawati, et.al 2012) pada pendidikan umum (Parchomiuk, 2015;Cwirynkalo, et.al., 2017;Liang & Gao, 2016;Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Sharma, et.al., 2018;Dias & Cadime, 2016;Desombre, et.al., 2018;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015;Donohue & Bomman, 2015;Mngo & Mngo, 2018;Butakor, et.al., 2018) dan pendidikan khusus (Parchomiuk, 2015;Paal, et.al., 2015;Desombre, et.al., 2018).…”

Section: Karakteristik Partisipanmentioning

confidence: 99%

“…Pada negara dengan kategori HDI sangat tinggi, terdapat artikel-artikel penelitian yang mewakili tujuh negara yaitu Polandia, Hong Kong, Croatia, Finlandia, Italia, Portugal, dan Amerika Serikat, yang menyebutkan bahwa sikap guru terhadap pendidikan inklusif adalah positif (Rakap, et.al., 2016;Dias & Cadime, 2016;Sharma, et.al., 2018;Saloviita & Schaffus, 2016;Cwirynkalo, et.al., 2017;Liang & Gao, 2016). Sedangkan studi yang menyebutkan bahwa sikap guru di negara tersebut adalah sebagian positif dan sebagian negatif terdapat pada negara Slovenia, Germany, dan Australia (Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Hoskin, et.al., 2015;Sharma, et.al., 2018).…”

Section: Sikap Guru DI Negara-negara Berdasarkan Kategori Hdiunclassified

Riviu sistematis sikap guru terhadap pendidikan inklusif

Kurniawati

Prihandini

2019

An-Nafs

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Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to get an idea of the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study

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“…Teachers with special education certification, however, were more aware of the stigma encountered by students with ADHD. Using mixed methods, Liang and Gao (2016) studied pre-service and in-service secondary school teachers' knowledge and attitudes towards students with ADHD finding no significant differences between groups; all participants considered having students with ADHD in class a burden.…”

Section: Adhd and The School Contextmentioning

confidence: 99%

Experiencing Disability in the School Context: Voices of Young People Diagnosed With ADHD in Spain

Petry¹,

Sòria-Albert²,

Vadeboncoeur³

2018

IES

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Researchers have begun to inquire into the experiences of young people with ADHD, including how they define ADHD and how a diagnosis of ADHD affects them. ADHD is considered a neurodevelopmental disorder and diagnosis is frequently requested by school professionals. The purpose of this qualitative study was to examine the experiences of young people in Spain who are diagnosed with ADHD through student voice research. Using semi-structured interviews, we found that while the participants tended to reproduce the conventional psychiatric discourse on ADHD, they also produced their own explanation of ADHD and of the effects of being labelled with ADHD on their lives in school. Our results highlight both the school’s role in advocating for a diagnosis of ADHD and the lack of an adequate instructional response for students once they have been diagnosed.

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Pre-service and In-service Secondary School Teachers’ Knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and Attitudes toward Students with ADHD

Cited by 17 publications

References 18 publications

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender

Riviu sistematis sikap guru terhadap pendidikan inklusif

Experiencing Disability in the School Context: Voices of Young People Diagnosed With ADHD in Spain

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