دورية أكاديمية
Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools
| العنوان: | Foundation Phase teachers’ understanding of attention deficit hyperactivity disorder at Johannesburg independent schools |
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| المؤلفون: | Tamara H. Jaye, Cecil Levy, Jacob Majakwara, Sheri Hanson |
| المصدر: | South African Journal of Childhood Education, Vol 10, Iss 1, Pp e1-e11 (2020) |
| بيانات النشر: | AOSIS, 2020. |
| سنة النشر: | 2020 |
| المجموعة: | LCC:Special aspects of education LCC:Theory and practice of education |
| مصطلحات موضوعية: | adhd, foundation phase teachers, knowledge, perceptions, education, Special aspects of education, LC8-6691, Theory and practice of education, LB5-3640 |
| الوصف: | Background: Attention deficit hyperactivity (ADHD) disorder is a common childhood neurodevelopmental disorder. The symptoms of hyperactivity, impulsivity and inattention often become evident in a structured classroom setting. Teachers play a key role in identifying these features and referring these pupils for assessments. Aim: This study investigated the understanding and perceptions of ADHD amongst Foundation Phase teachers at independent schools in Johannesburg. Setting: This study was conducted at nine independent schools in the Johannesburg area. Methods: A total of 95 teachers filled out a standardised questionnaire, the Knowledge of Attention Deficit Disorders Scale (KADDS), which looks at three aspects of ADHD, namely, associated features, symptoms and treatment. The teachers also answered several demographic questions such as their sex, age, level of education, knowledge of a person outside the school with ADHD and confidence to teach a child with ADHD. An informal directed discussion group was conducted, which comprised 32 teachers who had filled in the questionnaire. Open-ended questions were asked during the discussion group. Results: The overall results were the highest obtained compared to similar previous studies. These teachers had a very good knowledge with regard to the symptoms of ADHD, they had a fair understanding about the treatment of ADHD and their knowledge about the associated features of ADHD was limited. Exposure to children with ADHD and higher number of ADHD workshops attended and ADHD articles read were beneficial to the teachers’ overall knowledge about ADHD. Years of experience and the age of the teacher were not associated with a greater knowledge about ADHD. Conclusion: Independent school Foundation Phase teachers displayed a good level of knowledge about ADHD. This knowledge was enhanced by continual ADHD education and exposure to children with ADHD. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 2223-7674 2223-7682 |
| Relation: | https://sajce.co.za/index.php/sajce/article/view/825; https://doaj.org/toc/2223-7674; https://doaj.org/toc/2223-7682 |
| DOI: | 10.4102/sajce.v10i1.825 |
| URL الوصول: | https://doaj.org/article/e50a9e3b5d0847e4869d60a0a351ad33 |
| رقم الأكسشن: | edsdoj.50a9e3b5d0847e4869d60a0a351ad33 |
| قاعدة البيانات: | Directory of Open Access Journals |
Full Text Finder | تدمد: | 22237674 22237682 |
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| DOI: | 10.4102/sajce.v10i1.825 |