Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers

The aims of the study were to investigate teachers' knowledge and attitudes towards attention deficit hyperactivity disorder (ADHD) and learning disab ilities (LD). Forty-six high school teachers were interviewed in this regar d. The 46 teachers were divided into two groups: 25 teachers taught at an a cademic school (School 1); and 21 teachers taught at special education scho ol (School 2) and dealt with ADHD/LD cases regularly. General knowledge abo ut ADHD (71%) and about LD (74%) was relatively low among both groups. Thir teen percent of all teachers considered LD to be the result of parental att itudes, namely 'spoiling' the children. The score for attitude and understa nding of ADHD children was relatively low (72.5%) for both groups, whereas Group B teachers scored higher regarding LD cases. Almost 40% considered th at ADHD children should be rebuked and/or punished in a manner similar to n on-ADHD kids. Regarding long-term outcome, 45.7% of the teachers expected A DHD children to experience multiple difficulties in family life during adul thood. In relation to LD cases, the overall scoring for positive attitude w as 75%. However, this score was higher for Group B teachers. Three-quarters of the teachers favored increasing peer awareness and comprehension as to the problems LD kids encounter at school. Ninety-five percent believed LD p atients should enjoy a more lenient school education. There was no correlat ion between teachers, knowledge of ADHD and LD and their attitude. The main sources for this knowledge were: specialized textbooks, continuous educati on, TV shows, journals and newspapers, and medical personnel. (C) 2000 Else vier Science Ireland Ltd. All rights reserved.