Saudi Teachers’ Perceptions of In-Service Education and Training Addressing Attention-Deficit/Hyperactivity Disorder

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Learning Disabilities Research & Practice Pub Date : 2020-04-20 DOI:10.1111/ldrp.12219
Mohaned G. Abed, Todd K. Shackelford
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引用次数: 2

Abstract

Worldwide, 3.0–7.0 percent of school-aged children meet criteria for a diagnosis of Attention-Deficit/Hyperactivity Disorder (ADHD). In Saudi Arabia, ADHD appears to be more prevalent than the worldwide average, with estimates of 12.6–16.7 percent. Unfortunately, there is a relative dearth of research addressing ADHD and related training programs in Saudi Arabia. We investigated perceptions of teachers in Saudi elementary schools regarding current In-Service Education and Training (INSET) programs addressing students diagnosed with ADHD. We interviewed 40 teachers (15 women and 25 men) from public elementary schools in Jeddah, Saudi Arabia. The findings highlight the need to develop INSET programs specifically addressing best practices for managing and educating students diagnosed with ADHD.

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沙特教师对解决注意力缺陷/多动障碍的在职教育和培训的看法
在世界范围内,3.0 - 7.0%的学龄儿童符合诊断为注意力缺陷/多动障碍(ADHD)的标准。在沙特阿拉伯,多动症似乎比世界平均水平更为普遍,估计为12.6 - 16.7%。不幸的是,在沙特阿拉伯,针对多动症和相关培训项目的研究相对缺乏。我们调查了沙特小学教师对当前针对诊断为ADHD学生的在职教育和培训(INSET)计划的看法。我们采访了来自沙特阿拉伯吉达公立小学的40名教师(15名女性和25名男性)。研究结果强调了开发INSET项目的必要性,该项目专门针对管理和教育被诊断患有ADHD的学生的最佳实践。
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来源期刊
CiteScore
2.60
自引率
11.10%
发文量
21
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