Education professionals' attitudes towards the inclusion of children with ADHD : the role of knowledge and stigma

Toye, Martin K. and Wilson, Claire and Wardle, Georgina A. (2019) Education professionals' attitudes towards the inclusion of children with ADHD : the role of knowledge and stigma. Journal of Research in Special Educational Needs, 19 (3). pp. 184-196. ISSN 1471-3802

[thumbnail of Toye-etal-JRSEN-2018-Education-professionals-attitudes-towards-the-inclusion-of-children-with-ADHD]
Preview
Text (Toye-etal-JRSEN-2018-Education-professionals-attitudes-towards-the-inclusion-of-children-with-ADHD)
Toye_etal_JRSEN_2018_Education_professionals_attitudes_towards_the_inclusion_of_children_with_ADHD.pdf
Accepted Author Manuscript

Download (688kB)| Preview

    Abstract

    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.

    ORCID iDs

    Toye, Martin K., Wilson, Claire ORCID logoORCID: https://orcid.org/0000-0003-1054-4928 and Wardle, Georgina A.;