Author(s)

Triantafillia Chrysovalantou Politou

University of Crete, Crete, Greece.

In recent decades, Attention Deficit Hyperactivity Disorder (ADHD) has been at the center of research interest in medicine, psychology, and education. Research has focused on its etiology, diagnosis, and therapeutic approaches. However, there are also many researchers who have focused their interest on teachers’ opinions regarding the inclusion of ADHD in standard schools, as ADHD is a neurodevelopmental disorder whose primary symptoms are inattention, impulsivity, and hyperactivity usually causes social and behavioral disorders and learning difficulties. In this research, research data was collected through the quantitative method and the use of an electronic questionnaire in a sample of 160 Special and General Education teachers concerning their opinions, concerns, and feelings regarding the inclusion of students with ADHD in general schools. The results of the research process demonstrate that Special Education Teachers have more positive attitudes and feelings toward the inclusion of children with ADHD in general classes than General Education teachers. Meanwhile, General Education teachers compared to Special Education teachers seem to present more concerns regarding the inclusion of students with ADHD, due to insufficient training and information on special education issues [1]. A fact that seems to agree and confirm the modern research literature. Also, through the research, it was established that demographic data, such as gender and family status, seem to be a factor that affects the attitudes and feelings of teachers towards the inclusion of students with ADHD.

Special Education, Pre-School Teachers, Inclusive Education, ADHD, Disorder

Politou, T.C. (2022) Investigation of the Feelings, Attitudes and Concerns of Special and General Education Teachers regarding the Inclusive Education of Students with ADHD. Open Access Library Journal, 9, 1-32. doi: 10.4236/oalib.1109211.