Teachers as disorder-spotters : (in)decisiveness in assigning a child's hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause
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3 juin 2021
- handle: 10670/1.wcxnit
- Degroote Emma, Brault Marie-Christine et Van Houtte Mieke. (2021). Teachers as disorder-spotters : (in)decisiveness in assigning a child's hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause. European Journal of Special Needs Education,
Ce document est lié à :
https://constellation.uqac.ca/id/eprint/7406/
Ce document est lié à :
https://dx.doi.org/doi:10.1080/08856257.2021.19341 [...]
Mots-clés
Sciences de l'éducation Orthopédagogie Disorder-spotter teachers ADHD SEN children TDAH diagnostic enseignantsSujets proches
Faculty (Education) InstructorsCiter ce document
Emma Degroote et al., « Teachers as disorder-spotters : (in)decisiveness in assigning a child's hyperactivity, impulsivity and/or inattention to ADHD as the underlying cause », Constellation - Université du Québec à Chicoutimi, ID : 10670/1.wcxnit
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Résumé
Their unique observational position in the classroom allows teachers to take on an informal role as disorder-spotter. By means of focus groups in four Flemish elementary schools, this study investigates teachers’ decisiveness in assigning a child’s hyperactivity, impulsivity and/or inattention to Attention-Deficit/Hyperactivity Disorder (ADHD) as the underlying cause. Results show that, when teachers talked about specific children who exhibited hyperactivity, impulsivity and/or inattention, they were, more often than not, decisive in their observation that ADHD was or was not the underlying cause of the child’s behaviors. However, several child-related factors caused teachers to be indecisive about whether ADHD was indeed at the base of a specific child’s hyperactivity, impulsivity and/or inattention.