Students with AD/HD-related behaviours : Saudi mainstream teachers' knowledge and attitude towards inclusion


Autoria(s): Alamri, Saif Sarhan H.
Data(s)

2014

Resumo

This study investigated Saudi mainstream primary teachers' knowledge of AD/HD and their attitudes towards the inclusion of students with AD/HD-related behaviours. The study also explored the relationships among teachers' attitudes towards inclusion, knowledge of AD/HD, efficacy beliefs for teaching students with behavioural problems, and relevant background factors such as teacher age, training and experience, and class size. In the first phase of the study, more than 200 Saudi teachers completed a four-part self-report questionnaire while in the second, 8 teachers completed semi-structured interviews. Findings from both phases of the study indicated that although teachers' knowledge of AD/HD was somewhat limited, they generally held positive attitudes towards the inclusion of students with AD/HD-related behaviours in regular classrooms. Additional significant influences on teachers' attitudes included class size as well as teachers' training and self-efficacy beliefs.

Formato

application/pdf

Identificador

http://eprints.qut.edu.au/67585/

Publicador

Queensland University of Technology

Relação

http://eprints.qut.edu.au/67585/1/Saif%20Sarhan%20H_Alamri_Thesis.pdf

Alamri, Saif Sarhan H. (2014) Students with AD/HD-related behaviours : Saudi mainstream teachers' knowledge and attitude towards inclusion. PhD thesis, Queensland University of Technology.

Fonte

Office of Education Research; Faculty of Education

Palavras-Chave #ADHD #Attention-Deficit/Hyperactivity Disorder #Inclusion #Inclusive education #Theory of Planned Behaviour #Behavioural problems, #Saudi Arabia #Self-efficacy #Critique of ADHD #Mixed methods
Tipo

Thesis