초록

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The purpose of this study was to examine elementary teachers’ knowledge of ADHD and their attitudes toward including children with ADHD into general education classrooms and to investigate the relationships across elementary teachers’ knowledge, their attitudes, and use of behavior management strate...

The purpose of this study was to examine elementary teachers’ knowledge of ADHD and their attitudes toward including children with ADHD into general education classrooms and to investigate the relationships across elementary teachers’ knowledge, their attitudes, and use of behavior management strategies. A total of 368 elementary teachers in Seoul and Kyunggido participated in the study. Overall, the participant teachers’ level of knowledge on ADHD was low. Particularly, the teachers lacked the knowledge on the causes and diagnosis of ADHD and medication for children with ADHD. Although approximately 54% of the teachers were positive about inclusion, they presented considerable concerns about dealing with behavior problems that children with ADHD tend to exhibit. The teachers’ level of knowledge on ADHD had significantly positive relationships with their attitudes toward inclusion of children with ADHD and use of behavior management strategies. The teachers who exhibited negative attitudes toward inclusion of children with ADHD were more likely to use punishment-based behavior management strategies compared to those who were positive. Completion of inservice education and courses regarding ADHD and experience of teaching students with ADHD had a significantly positive relationship with their level of knowledge on ADHD. Additionally, the teachers who received inservice education regarding ADHD and took relevant courses had significantly more correct information and misconceptions of ADHD compared to the other teachers.

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