Teachers’ Knowledge of ADHD and Perceptions of the Behavior of Individual Students with ADHD in Relation to Gender and Culture
Teachers’ responses to the statements about ADHD listed in the KADDS revealed that they lacked knowledge and held a range of mistaken views and misconceptions in relation to general aspects of ADHD, it symptoms, diagnosis, and treatment. They were most knowledgeable about the diagnosis and symptoms, but their understanding of ADHD in general and its treatment was somewhat less. The highest percentage of misconceptions is related to treatment, closely followed by general aspects of ADHD, with a somewhat lower percentage for diagnosis and symptoms. The four vignettes portrayed a hyperactive boy, a hyperactive girl, an inattentive boy, and an inattentive girl and were designed to address teachers’ perceptions of children’s behavior with respect to gender. Teachers’ opinions varied greatly, and these were further explored in the focus group discussions, which provided more data on teachers’ general perceptions of ADHD, their views on its incidence in boys and girls and its causes, and their strategies for dealing with children with ADHD in classroom.