Primary school teachers’ knowledge and misperceptions of attention deficit hyperactivity disorder (ADHD)

Abstract

Putting inclusive education into practice and within diverse classrooms, teachers have to support and teach according to a variety of needs and preferences of learners, among them learners with ADHD. Teachers are seen as some of the most valuable sources of information with regard to referral and diagnosis of this disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfill this important role, we aimed at assessing the knowledge and misperceptions of primary school teachers in towns on the periphery of the Cape Town Metropole. A quantitative study using a survey was conducted. The measuring scale used was the KADDS (Knowledge of Attention Deficit Disorders Scale), which measures teachers’ knowledge and misperceptions in three specific areas: symptoms/diagnosis of ADHD, general knowledge about the nature, causes and outcome of ADHD and possible interventions with regard to ADHD. The data were statistically analysed. Overall knowledge of ADHD was poor. The results suggest that teachers are most knowledgeable about symptoms/diagnosis, scoring lower on treatment and general knowledge subscales.

Keywords: ADHD; attention deficit hyperactivity disorder; inclusive education; primary school teachers; teacher training; teaching