Attitudes play a pivotal role in the inclusion of children with Attention Deficit/Hyperactivity Disorder (ADHD) in mainstream schools but little is known about factors that influence these. This study investigated the effect of ADHD knowledge and stigma on professionals attitudes towards mainstream inclusion. Teachers, support staff, school managers and educational psychologists completed questionnaires assessing ADHD knowledge, stigma and attitudes towards inclusion. Psychologists displayed more knowledge, had less stigmatising beliefs and more inclusive attitudes than other professions. Regression analyses revealed those with more knowledge of ADHD and less stigma held more positive attitudes towards mainstream inclusion. Results have implications for how to promote inclusive beliefs about ADHD.

中文翻译：

---

教育专业人员对包容多动症儿童的态度：知识和耻辱的作用

态度在将注意力缺陷/多动障碍 (ADHD) 儿童纳入主流学校方面发挥着关键作用，但对影响这些的因素知之甚少。本研究调查了 ADHD 知识和污名对专业人士对主流包容态度的影响。教师、支持人员、学校管理人员和教育心理学家完成了评估 ADHD 知识、污名和对包容态度的调查问卷。与其他职业相比，心理学家表现出更多的知识，更少的污名化信念和更具包容性的态度。回归分析显示，那些对多动症了解更多、污名更少的人对主流包容持更积极的态度。结果对如何促进有关多动症的包容性信念有影响。