Journal
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
Volume 37, Issue 4, Pages 617-631Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/08856257.2021.1934151
Keywords
Disorder-spotter; teachers; ADHD; sen children
Categories
Funding
- Social Sciences and Humanities Research Council of Canada [430-2017-00926]
- Fonds de recherche Quebecois sur la societe et la culture (FRQSC) [2018-NP-204941]
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Teachers often have a decisive observation on whether a student has Attention-Deficit/Hyperactivity Disorder (ADHD) in the classroom, but there are also child-related factors that cause them to be indecisive.
Their unique observational position in the classroom allows teachers to take on an informal role as disorder-spotter. By means of focus groups in four Flemish elementary schools, this study investigates teachers' decisiveness in assigning a child's hyperactivity, impulsivity and/or inattention to Attention-Deficit/Hyperactivity Disorder (ADHD) as the underlying cause. Results show that, when teachers talked about specific children who exhibited hyperactivity, impulsivity and/or inattention, they were, more often than not, decisive in their observation that ADHD was or was not the underlying cause of the child's behaviours. However, several child-related factors caused teachers to be indecisive about whether ADHD was indeed at the base of a specific child's hyperactivity, impulsivity and/or inattention.
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