معارف المعلمين عن اضطراب تشتت الانتباه و فرط الحركة بالمرحلة الابتدائية

Abstract EN

The present study had two main objectives.

It examined the knowledge of attention- deficit/hyperactivity disorder held by primary school teachers in Egypt and sought to determine whether teacher characteristics, such as demographic variables and experiences of students with ADHD, are associated with teachers’ knowledge of ADHD.

One hundred and two (102) teachers participated.

The Knowledge of Attention Deficit Disorder Scale (KADDS) along with a demographic questionnaire was used as the survey instruments to collect data.

Descriptive statistics and significant differences tests were used to analyze the data.

Results indicated that teachers’ knowledge of ADHD was very low.

There are no significant differences between males and females in the total knowledge of ADHD, there are no significant differences between teachers who have experienced of ADHD and teachers who do not have experience, there are significant differences between the teachers who attended the training courses and who did not attend in total knowledge of ADHD in favor for those who attending, and there are significant differences in the total knowledge of the ADHD due to the number of years of experience, there are no significant differences in the total knowledge of ADHD attributed to a qualified scientific, and there are significant differences in the total knowledge of ADHD.