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首页> 外文期刊>Near and Middle Eastern Journal of Research in Education >Teacher knowledge, training and acceptance of students with ADHD in their classrooms: Qatar case study
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Teacher knowledge, training and acceptance of students with ADHD in their classrooms: Qatar case study

机译：ADHD学生在课堂上的教师知识，培训和接受度：卡塔尔案例研究

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The presence of Attention Deficit Hyperactivity Disorder (ADHD) is similar to other neurological disorders of the brain in that it lacks a simple specific blood or other straightforward test to confirm the disorder. Parent and teacher rating scales are the standard measure of the presence of ADHD. Most referrals to medical professionals for an ADHD assessment are made by the student's teacher. Qatar schools are staffed differently than other countries in the region, with less than 25% of teachers being local Qataris. Given the appointment of teachers from surrounding nations, there is a lack of quality control for teacher preparation with each nation setting their own standards for teacher education and professional development. Without adequate knowledge of ADHD, teachers may not be able to accurately complete the teacher rating scales needed by medical professionals to assist in confirming a diagnosis of ADHD. Therefore, it is important that teachers understand the characteristics of ADHD, and that ADHD is a neurobiological disorder. This descriptive study explores teacher knowledge and perceptions of ADHD. The instrument for this study was derived from the Knowledge of Attention Deficit Disorders Scale (KADDS) adapted to fit the local Qatari context and study objectives. Participants were recruited from a random sample of Qatar Independent Schools. Frequency distributions and t-tests were conducted to determine ranges of responses, and relationships between responses and four demographic variables. Results are reported for demographics, teacher knowledge and teacher perceptions and beliefs. The results suggest that current clinical and scientific knowledge of the symptoms, causes and treatment of ADHD is not included in teacher preparation or professional development programs. Thus the ability of teachers to assess eligible students and to monitor medications for students with ADHD comes under question. Promising results include the fact that many teachers reported that they did not know the answers to more than 35% of the survey questions and therefore their knowledge and attitudes may be more readily influenced through workshops and in service programs.
机译：注意缺陷多动障碍（ADHD）的存在与大脑其他神经系统疾病相似，因为它缺乏简单的特定血液或其他直接的方法来确认该疾病。父母和老师的评定量表是衡量多动症的标准方法。大多数推荐给医学专业人员进行多动症评估的是由学生的老师进行的。卡塔尔学校的人员配备与该地区其他国家/地区不同，只有不到25％的教师是当地的卡塔尔人。由于任命了来自周围国家的教师，每个国家都缺乏针对教师准备的质量控制，每个国家都为教师教育和职业发展设定了自己的标准。如果没有足够的ADHD知识，教师可能无法准确完成医疗专业人员所需的教师评分量表，以帮助确认ADHD的诊断。因此，重要的是让老师了解多动症的特征，多动症是一种神经生物学疾病。这项描述性研究探讨了教师对多动症的知识和看法。这项研究的工具来自注意缺陷障碍知识量表（KADDS），适合于当地卡塔尔语境和研究目标。参与者是从卡塔尔独立学校的随机样本中招募的。进行频率分布和t检验以确定反应范围以及反应与四个人口统计学变量之间的关系。报告的结果用于人口统计，教师知识以及教师的看法和信念。结果表明，教师准备或专业发展计划中未包括有关多动症的症状，原因和治疗的当前临床和科学知识。因此，教师评估合格学生并为患有多动症的学生监测药物的能力受到质疑。有希望的结果包括以下事实：许多教师报告说他们不知道超过35％的调查问题的答案，因此他们的知识和态度可能更容易受到研讨会和服务计划的影响。

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