Abstract:

Attention Deficit (Hyperactivity) Disorder (AD(H)D) is the most commonly diagnosed disorder of childhood, and the National Institute of Mental Health in the USA estimates that around 3-5% of children have ADHD, or around 2 pupils in every class of around 40 pupils.

Purpose of Study
The key purpose of the study is to find out the levels of knowledge trainee teachers have regarding ADHD and their perceptions and attitudes of pupils with ADHD. Another purpose of the study is to find out trainee teachers’ level of confidence in teaching such pupils and the strategies they employ.

Methods
Questionnaires regarding ADHD pupils were completed by 164 teacher trainees enrolled in a mandatory teaching training programme at the National Institute of Education in Singapore. The questionnaires consisted of 2 case vignettes of pupils with ADHD, and questions regarding the trainee teachers’ perceptions of and attitudes towards such pupils. The teacher trainees were also asked about their self-efficacy in teaching ADHD pupils and the strategies they employ.

Findings and Results
Most trainee teachers do not have high levels of knowledge regarding ADHD—its causes, symptoms and interventions effective for managing such pupils. Correlations were found between the levels of knowledge and use of appropriate strategies for teaching ADHD pupils and levels of self-efficacy in managing ADHD pupils and positive attitudes towards them.

Conclusions and Recommendations
It is imperative that the teacher training programme incorporates strategies for teaching ADHD pupils so as to foster positive attitudes and self-efficacy in teaching ADHD pupils.

Keywords:

ADHD Knowledge, ADHD, Trainee Teachers.