| Summary: | Abstract
The purpose of this study is to investigate primary school teachers’ perceptions of
teaching students with Attention-Deficit/Hyperactivity Disorder (AD/HD). Initially,
a literature review of relevant studies from around the world was conducted and
at a second stage a preliminary qualitative study was conducted in order to
investigate the perceptions of twelve primary school teachers from four different
schools of South Attiki, Greece. A thematic analysis of the semi-structured
interviews showed that these teachers perceive students with AD/HD as
disruptive, inattentive, hyperactive and with no control over their actions. These
perceptions indicate that teachers continue to view their students through the
medical model of disability and that its power in the educational forum is strong.
Moreover, it was noticed that teachers have faith in the “experts” as far as
medication is concerned, and that they perceive themselves to lack time and
sometimes strength and what is more, see the need for more collaboration with
the parents. Last, teachers believe in the effectiveness of behavioural strategies
for handling students with AD/HD but also consider as an effective method, the
physical and emotional touch with the students. Implications for practice and for
future research are also discussed.
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