Glass, Cynthia Stallard
September 2001
Education;Fall2001, Vol. 122 Issue 1, p70
Academic Journal
Attention Deficit Hyperactivity Disorder (ADHD) often poses a significant problem in the classroom for students and teachers alike. Children with ADHD are at an increased risk of academic failure due to the troublesome characteristics, while many teachers lack the information, time and resources needed for these children to succeed in the classroom. Literature addressing general aspects of ADHD is abundant, but literature specific to the teachers' perspective is scarce. The present research provides empirical evidence that supports three underlying factors which affect how teachers work with students who display the behaviors of ADHD. These factors are age of the teacher, years of teaching experience and the teacher's receipt of information about ADHD from the school administrators. The findings clearly indicate a need for the older and more experienced teachers to serve as mentors for the younger and less experienced teachers, as well as indicating a need for distribution of literature addressing the needs of students who display the characteristics associated with ADHD.


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