General teachers' perceptions on including pupils with Attention Deficit Hyperactivity Disorder (ADHD) in mainstream primary schools in Riyadh, Kingdom of Saudi Arabia.

Abstract

This study aims to examine teachers' perceptions about including students with Attention Deficit Hyperactivity Disorder (ADHD) in mainstream schools in Riyadh, KSA. To do this, a questionnaire which was comprised of open-ended and closed questions was distributed to general primary school teachers, 74 of whom responded to the questionnaire. The results revealed that the teachers’ knowledge of ADHD in general was higher than the average with 59.43% of correct responses. They were more aware of characteristics of children with ADHD and appropriate interventions for them. Teachers’ attitudes towards including students with ADHD in mainstream classes were generally found to be positive. However, the majority of teachers also generally agreed that teaching students with ADHD in special classes responds to their needs better and that their presence in regular classes may distract other students. In terms of feeling prepared to engage in inclusive education (IE) for children with ADHD, teachers were felt more ready to collaborate with professionals and parents, but less prepared to deal with their behaviour and implement educational strategies to include them in general classes. Most of the development suggestions referred to the importance of reducing class sizes and having an assistant teacher in the classroom. This study suggests that teachers need more training about the inclusion of children with ADHD, whether that be pre- or in-service. It is also suggested that schools in the KSA should be better prepared for the inclusion process, such as reducing the number of students in the regular classroom and providing assistant teachers and activating the role of the multidisciplinary team.