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Education professionals’ attitudes towards the inclusion of children with ADHD : the role of knowledge and stigma
Author(s) -
Toye Martin K.,
Wilson Claire,
Wardle Georgina A.
Publication year - 2019
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12441
Subject(s) - mainstream , stigma (botany) , inclusion (mineral) , psychology , attention deficit hyperactivity disorder , mainstreaming , clinical psychology , developmental psychology , social psychology , special education , psychiatry , pedagogy , philosophy , theology
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 .