Preschool teacher’s knowledge about adhd and attitudes toward students with ADHD

Attention deficit and hyperactive disorder (ADHD) is one of the most often diagnosed disabilities in childhood (Barkley, 1990 v Lougy, DeRuvo in Rosenthal, 2007; Ghuman in Ghuman, 2014a; Potočnik Dajčman, 2011).Despite the fact that children with ADHD show signs of disability in preschool, they are often diagnosed in primary school (DuPaul in Stoner, 2004; Kesič Dimic, 2009; Pulec Lah in Rotvejn Pajič, 2011) . Preschool teachers are the one, beside parents, that spend the most time with the child and can recognize the first signs of ADHD. For proper recognition of the signs and understanding of the disability the preschool teachers need some knowledge about characteristics of ADHD, nature and causes of ADHD and efficient ways of support and help. In this diploma I have researched the knowledge and attitudes of preschool teachers about preschool children with ADHD. In the first part I have presented characteristics of ADHD, characteristics of teaching preschool children with ADHD and appropriate adaptations. In the empirical part I researched where and how did the preschool teachers educate themselves about ADHD and if they have any experience teaching children with ADHD, with the help of three questionnaires. I also investigated the knowledge and attitudes of preschool teachers about ADHD and toward students with ADHD. The percentages correct on the Knowledge about ADHD Questionnaire were Preschool teachers achieved an average of 56%. A significant difference were documented for educational level of preschool teachers (teachers with university level of education had more knowledge about ADHD). Statistically important differences were also noted in the knowledge of professional workers that had additional education about ADHD