Abstract
<p>The purpose of this study was to assess the knowledge and attitude of primary school teachers in Tehran (Iran) towards attention deficit hyperactivity disorder (ADHD) and specific learning disability (SLD). This study was conducted on 205 primary school teachers in Tehran. Using multi-stage sampling, 25 schools were selected randomly. The selected teachers completed a self-report questionnaire on knowledge and attitude towards ADHD and SLD. They were found to have average knowledge of as well as mostly neutral attitudes towards SLD and ADHD. There was a positive significant relationship between knowledge and attitude scores of the participants on the two disorders. Regarding students with ADHD or SLD, instead of referring to specialists, most teachers chose to inform the parents. Our findings mainly indicate average knowledge and attitude scores for both ADHD and SLD-compared to lower findings in previous studies. Those responsible for organizing and holding in-service training workshops on these issues need to have complete mastery and up-to-date information. It is necessary that the results of such studies be used in educational planning and policy making in the Ministry of Education. </p>
Highlights
As in many other countries, nearly ten percent of Iranian children suffer from attention deficit hyperactivity disorder (ADHD), which is defined as a persistent pattern of inattention or impulsivity that is formed during growth (Ghanizadeh, 2008)
Our findings indicate average knowledge and attitude scores for both ADHD and specific learning disability (SLD)
Compared with SLD, more studies have been conducted on knowledge of and attitude towards ADHD
Summary
As in many other countries, nearly ten percent of Iranian children suffer from attention deficit hyperactivity disorder (ADHD), which is defined as a persistent pattern of inattention or impulsivity that is formed during growth (Ghanizadeh, 2008) It is manifested in two or more contexts (e.g., at home, school or work) and negatively affects the individual’s social, academic or occupational functioning. ADHD is usually co-occur with SLD, aggression, poor relationship with peers, disregard or disobedience of orders, high risk-taking, low self-esteem, depression, and social, emotional and cognitive problems (Raskind, 2005). This disorder leads to obvious dysfunction among children, with educational performance being the most important function to suffer Studies in this field in Iran and other countries show a lack of desirable knowledge and attitudes (Alkahtani, 2013; Anderson, Watt, & Shanley, 2013; Blotnicky-Gallant, Martin, McGonnell, & Corkum, 2014; Brook, Watemberg, & Geva, 2000; Ghanizadeh, Bahredar, & Moeini, 2006; Jimoh, 2014; Perold, Louw, & Kleynhans, 2010; Rodrigo, Perera, Eranga, Williams, & Kuruppuarachchi, 2011; Salamatbakhsh et al, 2016; Snider, Busch, & Arrowood, 2003)
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