Teacher's Perspectives on Managing Students with ADHD in the Classroom and School Environment
Author | : Tracy Lynn Winkfield |
Publisher | : |
Total Pages | : 158 |
Release | : 2008 |
Genre | : Attention-deficit-disordered children |
ISBN | : |
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Abstract: The aim of this study was to explore regular education teacher's knowledge of ADHD and their perception of strategies that they use most frequently and find most helpful. A survey was mailed to a random sample of 281 regular education teachers from grades 4 through grade 8 within Columbus City Schools. The response rate was 36%. The survey included demographic information, 36 items related to the frequency of strategy implementation and the perceived helpfulness of those strategies, as well as 3 open-ended questions which covered teacher recommendations/suggestions. Environmental modifications such as enforce routine and structure, preferential seating and environmental adaptations to reduce distractions were found to be strategies used most frequently and found to be most helpful. Sensory strategies were used least frequently and found to be moderately helpful. There was no correlation between years of teaching experience and the use of specific strategies. The most common teacher suggestions for improving the overall educational experience of students with ADHD included ADHD training for teachers, a decrease in student class numbers, additional staff in classroom, increase in parental involvement/communication, improve communication and support from other teachers, administration, and therapist.