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Saudi Teachers’ Perceptions of In‐Service Education and Training Addressing Attention‐Deficit/Hyperactivity Disorder
Author(s) -
Abed Mohaned G.,
Shackelford Todd K.
Publication year - 2020
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12219
Subject(s) - attention deficit hyperactivity disorder , psychology , perception , attention deficit , service (business) , learning disability , medical education , training (meteorology) , clinical psychology , psychiatry , medicine , physics , economy , neuroscience , meteorology , economics
Worldwide, 3.0–7.0 percent of school‐aged children meet criteria for a diagnosis of Attention‐Deficit/Hyperactivity Disorder (ADHD). In Saudi Arabia, ADHD appears to be more prevalent than the worldwide average, with estimates of 12.6–16.7 percent. Unfortunately, there is a relative dearth of research addressing ADHD and related training programs in Saudi Arabia. We investigated perceptions of teachers in Saudi elementary schools regarding current In‐Service Education and Training (INSET) programs addressing students diagnosed with ADHD. We interviewed 40 teachers (15 women and 25 men) from public elementary schools in Jeddah, Saudi Arabia. The findings highlight the need to develop INSET programs specifically addressing best practices for managing and educating students diagnosed with ADHD.