ABSTRACT

Teachers report feeling ill-equipped to meet the needs of ADHD children. Previous studies on ADHD teacher training have been largely quantitative, focused on measured gains in ADHD knowledge and use of behavioural strategies. Traditional training shows initial improvements which deteriorate over time necessitating a new approach. Staff perspectives identifying important factors in teaching children with ADHD and staff training are largely missing from the literature. Semi-structured interviews were conducted with 19 primary staff in England. Interviews were analysed using a reflexive thematic approach. Five themes are reported: being equipped to provide for the individual needs of children with ADHD; a joined-up team approach which draws on the knowledge of others; creating the opportunity for every child to succeed; supporting all children in the classroom; training and support which meets the needs of all school staff. Findings will enable ADHD training to be better tailored to meet school staff’s needs.

摘要

教师报告说感觉自己无法满足多动症儿童的需求。以前对多动症教师培训的研究主要是定量的，重点是多动症知识和行为策略使用方面的可衡量增益。传统培训显示初始改进会随着时间的推移而恶化，因此需要采用新方法。工作人员的观点确定了教育多动症儿童的重要因素和工作人员培训，文献中基本上没有。对英格兰的 19 名主要工作人员进行了半结构化访谈。使用反思性主题方法对访谈进行了分析。报告了五个主题：有能力满足多动症儿童的个人需求；一种利用他人知识的联合团队方法；为每个孩子创造成功的机会；支持教室里的所有孩子；培训和支持，以满足所有学校工作人员的需求。调查结果将使 ADHD 培训能够更好地适应学校工作人员的需求。