تجارب معلمي الاضطرابات السلوكية و الانفعالية مع التلاميذ ذوي تشتت الانتباه و فرط الحركة : دراسة فينومينولوجية

الملخص EN

The study aimed to reveal the reality of the lived experience of teachers of behavioral and emotional disorders with students with attention deficit hyperactivity disorder, and to reveal the problems and difficulties that teachers face while dealing with students with attention deficit hyperactivity disorder, and the study followed the qualitative approach (phenomenology) from During the semi-structured interviews, the study population consisted of all teachers of behavioral and emotional disorders in the programs of attention deficit hyperactivity disorder in government primary schools in Riyadh for boys and girls, and the sample consisted of (6) teachers and (3) female teachers of behavioral and emotional disorders specialization in public schools.

Elementary in Riyadh for boys and girls, the integration programs for people with disabilities are implemented, and the study tools included a semi-structured interview tool, the validity and reliability of which were verified.

And it became clear that the lived experience of teachers of behavioral and emotional disorders students with attention deficit hyperactivity disorder, which was extracted after applying the steps of Moustakas (Moustakas, 1994), consists of the following seven topics (Themes) And it became clear that the lived experience of teachers of behavioral and emotional disorders students with attention deficit hyperactivity disorder, which was extracted after applying the steps of Mostakas (Moustakas, 1994), consists of seven topics (the role of the teacher “flexibility, cooperation, communication, training and education”) with a percentage of (26.6% ) of the total Total repetition of the learned concepts, teachers' attitudes and their relationships with hyperactive students with a percentage of (19.1% ), then personal and functional experiences (17% ), flexibility in work and relationships with management, mentor and supervisor (12.8% ) and relationships with (general education teachers and ordinary students) by (12.8% ) (10.6% ) and communication with parents of students (7.4% ) and meditation and self-reflection for development (6.4% ).

It was found that there are nine problems and difficulties that teachers face while dealing with students with attention deficit hyperactivity disorder, including the ambiguity of the role of the behavioral and emotional disorders teacher (14.04% ).

) and administrative difficulties (organizational and moral support for work motivation and dealing with management and supervisors, diagnostic problems and ambiguity of admission criteria for the program) (14.04% ), relations with the class teacher and ambiguity of the role in Percentage of class teacher (12.28% ) and obstacles related to the school environment, theory and application: (12.28% ), difficulties related to disability and its severity (10.53% ), and obstacles due to poor cooperation with some parents of students (10.53% ) and obstacles to awareness and community culture And school culture, a rate of (10.53% ), obstacles to teacher preparation, rehabilitation and keeping pace with knowledge (8.77), and subjective difficulties (7% ) at the last rank.