ERIC Number: EJ727207
Record Type: Journal
Publication Date: 2004
Reference Count: N/A
How Greek Teachers Perceive School Functioning of Pupils with ADHD
Kakouros, Efthymios; Maniadaki, Katerina; Papaeliou, Christina
Emotional and Behavioural Difficulties, v9 n1 p41-53 2004
In this study Greek teachers assessed school functioning in 26 pupils with the possibility of attention deficit hyperactivity disorder (ADHD) subtypes, i.e. combined (C) type, inattentive (IA) type and hyperactive-impulsive (HI) type, and 26 controls. Results showed that C and IA pupils were evaluated as impaired in all areas of academic and social functioning. On the other hand, HI pupils, while rated as displaying adaptability problems as well as poor academic performance, were not perceived as exhibiting low motivation for learning or low self-esteem. Further analysis demonstrated that inattentiveness and impulsivity had the strongest effect on academic functioning. Unlike hyperactivity, these behaviours are negatively valued by Greek society and the Greek school environment. The findings support the idea that attitudes towards pupils with ADHD are highly determined by the cultural evaluation of the predominating ADHD symptom. Additionally, they suggest a more active role for teachers in intervention in with ADHD pupils.
Descriptors: Student Behavior, Foreign Countries, Attention Deficit Disorders, Hyperactivity, Teacher Attitudes, Cultural Influences, Symptoms (Individual Disorders), Teacher Expectations of Students, Labeling (of Persons)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Greece