Date of Award

2000

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Bachelor of Science Honours

Faculty

Faculty of Community Services, Education and Social Sciences

First Supervisor

Dr Lisbeth Pike

Second Supervisor

Dr Phyllis Prout

Abstract

ADHD is a neuro-developmental disorder that is diagnosed in 3 to 6% of the childhood population in a diversity of cultures and a variety of geographical locations. It presents as a persistent pattern of inattention and/or hyperactivity-impulsivity, with boys being over-represented by approximately 3 to 1. High levels of comorbidity between ADHD and a number of other disorders, including Oppositional Defiant Disorder, Conduct Disorder, and learning disabilities, have been identified. This review will examine the historical development of the understanding of ADHD, knowledge of its etiology, and the influence of this disorder in the school environment. In particular, it will explore the relatively few studies available on teachers' knowledge of, and attitudes to, the treatment of ADHD. Current research will also be analysed to determine the way in which teachers' knowledge about ADHD is inter-related with their general attitude toward the condition. As teachers have a major influence on the success or failure of ADHD students. it is important for them to have positive attitudes and a sound knowledge base regarding the disorder. The literature will be used to provide evidence of the difficulties that ADHD children experience in the behavioural components needed for academic success, and the role that teachers might play in the process of identification, assessment, and management of this disorder. Finally, this review will examine the implications of these findings for the provision of ADHD training to teachers.

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