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Teachers as disorder-spotters : (in)decisiveness in assigning a child's hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause

Degroote Emma, Brault Marie-Christine et Van Houtte Mieke. (2021). Teachers as disorder-spotters : (in)decisiveness in assigning a child's hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause. European Journal of Special Needs Education,

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URL officielle: https://dx.doi.org/doi:10.1080/08856257.2021.19341...

Résumé

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 behaviors. 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.

Type de document:Article publié dans une revue avec comité d'évaluation
Version évaluée par les pairs:Non
Date:3 Juin 2021
Sujets:Sciences sociales et humaines > Sciences de l'éducation
Sciences sociales et humaines > Sciences de l'éducation > Orthopédagogie
Département, module, service et unité de recherche:Départements et modules > Département des sciences humaines > Module des sciences humaines
Mots-clés:Disorder-spotter, teachers, ADHD, SEN children, TDAH, diagnostic, enseignants
Déposé le:22 juin 2021 13:35
Dernière modification:31 déc. 2022 05:00
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