بررسی دانش و نگرش معلمان ابتدایی شهر تهران در مورد اختلالات یادگیری و نقص-توجه/بیش‌فعالی و ارتباط آن با ویژگی‌های معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 روان‌پزشک، مرکز تحقیقات علوم رفتاری دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

2 فوق تخصص روان‌پزشکی کودک و نوجوان، دانشگاه علوم پزشکی شهید بهشتی، تهران، بیمارستان امام حسین، بخش روان‌پزشکی

3 کارشناس ارشد روانشناسی، مرکز تحقیقات علوم رفتاری دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

4 دکتری روانشناسی بالینی، مرکز تحقیقات علوم رفتاری دانشگاه علوم پزشکی شهید بهشتی، تهران، ایران

چکیده

مقدمه و اهداف
اختلالات یادگیری و بیش‌فعالی/نقص­توجه از شایع‌ترین اختلالات دوره کودکی به شمار می­رود که در بسیاری از موارد با یکدیگر هم­آیند بوده و تأثیر فراوانی ازنظر تحصیلی بر زندگی و آینده کودکان مبتلا دارد. ازاین‌روی، دانش و نگرش در خصوص این اختلالات از سوی معلمان به‌خصوص در سال­های اولیه تحصیلی از اهمیت بالایی برخوردار است. هدف از انجام  پژوهش پیش رو بررسی دانش و نگرش معلمان ابتدایی شهر تهران در مورد اختلال نقص­توجه/بیش‌فعالی و ارتباط آن با ویژگی‌های معلمان بود.
مواد و روش‌ها
این مطالعه بر روی 200 نفر از معلمان ابتدایی تهران انجام شد. نمونه­گیری به‌صورت خوشه­ای از مناطق آموزش‌ و پرورش در چهار قسمت شمال، جنوب، شرق و غرب تهران انجام شده است و سپس، از بین آن‌ها مدارس نهایی به‌صورت تصادفی انتخاب شدند. بررسی با استفاده از سه پرسشنامه شامل اطلاعات جمعیت شناختی، سنجش دانش و نگرش اختلال نقص توجه/بیش‌فعالی و سنجش دانش و نگرش اختلال یادگیری انجام شد. اعتبار پرسشنامه به تائید پنج نفر از روان‌پزشکان کودک رسید و برای بررسی پایایی آن، آزمون باز آزمون انجام شد که ضریب آلفای کرونباخ 89/0 به دست آمد.
یافته‌ها
بین دانش و نگرش معلمان درباره اختلالات یادگیری و دانش و نگرش آن­ها درباره بیش‌فعالی/نقص توجه رابطه مستقیم و معناداری مشاهده شد. میانگین نمره دانش هر دو اختلال در زنان به‌صورت معناداری بالاتر از میانگین مردان بود، اما بین دانش و نگرش معلمان درباره اختلالات یادگیری و نقص­توجه/بیش­فعالی با سن، مدرک تحصیلی و سابقه تدریس آن‌ها رابطه معناداری دیده نشد.
نتیجه‌گیری
معلمانی که درباره یکی از این دو اختلال دانش بیشتر و نگرش مثبت­تری داشتند، در اختلال دیگر نیز نمرات بالاتری به دست آوردند. معلمان زن دانش بیشتری درباره این دو اختلال نسبت به معلمان مرد داشتند. به نظر می­رسد معلمان مرد نیازمند آموزش بیشتری در این زمینه می­باشند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the knowledge and attitude of primary school teachers in Tehran towards Attention-Deficit/Hyperactivity and Learning Disorders and their relation to teacher’s characteristics

نویسندگان [English]

  • Nina Salamatbakhsh 1
  • Mojgan Khademi 2
  • Simasadat Noorbakhsh 3
  • Sepideh Rajezi Esfahani 4
  • Rozita Davari Ashtiani 2
  • Katayoon Razjouyan 2
1 Behavioral Sciences Research Centre, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2 Assistant Professor of Child and Adolescent Psychiatry, Shahid Beheshti University of Medical Sciences, Tehran andDepartment of Psychiatry, Imam Hossein Hospital, Tehran, Iran
3 Behavioral Sciences Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran
4 Behavioral Sciences Research Centre, Shahid Beheshti University of Medical Sciences, Tehran, Iran
چکیده [English]

Background and aim: Learning Disorder and Attention-Deficit/Hyperactivity Disorder are considered among the most common childhood disorders which occur concomitantly in many cases and affect the life and future of children as long as their education is concerned. Thus, knowledge and attitude towards these disorders have been given much importance by teachers, especially during the early years of education. The purpose of the present study was to assess the knowledge and attitude of primary school teachers in Tehran towards Learning Disability and Attention-Deficit/ Hyperactivity Disorder and to investigate their relationship with teachers’ characteristics.
Materials and methods: The study was conducted on 200 primary school teachers in Tehran. Cluster sampling was carried out in five school districts in the north, south, east, west, and center of Tehran and then the final schools were selected randomly from among them. Three questionnaires including demographic information, Knowledge and Attitudes towards Learning Disability, and Knowledge and Attitudes towards Attention-Deficit/Hyperactivity Disorder were administered. The validity of the questionnaires were confirmed by five child and adolescent psychiatrists and the reliability of the questionnaires were estimated to be 0.89, using Cronbach's Alpha.
Results: There was a positive significant correlation between knowledge and attitude’s scores on the two disorders. The mean of female participants' knowledge scores was higher than that of the male participants on both disorders. No relationship was observed between age, educational level, and educational experiences, and teachers’ knowledge and attitude.
Conclusion: The teachers who had more knowledge and more positive attitudes towards a disorder received higher scores on the other disorder. Female teachers had more knowledge about AD/HD and LD compared with male teachers. Therefore, it seems that male teachers need more education in this regard.

کلیدواژه‌ها [English]

  • Attention-Deficit/ Hyperactivity Disorder
  • Learning disability
  • Teachers
  • Knowledge
  • Attitude
  1. Ghanizadeh A. Distribution of symptoms of attention deficit-hyperactivity disorder in schoolchildren of Shiraz, south of Iran. Arch Iran Med. 2008;11(6):618-24.[ In Persian].##
  2. Association AP. DSM 5: American Psychiatric Association; 2013.##
  3. Yen J-Y, Ko C-H, Yen C-F, Wu H-Y, Yang M-J. The comorbid psychiatric symptoms of Internet addiction: attention deficit and hyperactivity disorder (ADHD), depression, social phobia, and hostility. Journal of adolescent health. 2007;41(1):93-8.##
  4. Geary DC, Hamson CO, Hoard MK. Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. J Exp Child Psychol. 2000;77(3):236-63.##
  5. Kavale KA, Forness SR. What definitions of learning disability say and don't say - A critical analysis. Journal of Learning Disabilities. 2000;33(3):239-56.##
  6. Karande S, Mahajan V, Kulkarni M. Recollections of learning-disabled adolescents of their schooling experiences: A qualitative study. Indian journal of medical sciences. 2009;63(9):382.##
  7. Peters J. Transition Skills of First-Year College Students with Learning Disabilities. ProQuest LLC. 2011.##
  8. Semrud-Clikeman M, Biederman J, Sprich-Buckminster S, LEHMAN BK, Faraone SV, Norman D. Comorbidity between ADHD and learning disability: A review and report in a clinically referred sample. Journal of the American Academy of Child & Adolescent Psychiatry. 1992;31(3):439-48.##
  9. Kos JM, Richdale AL, Hay DA. Children with Attention Deficit Hyperactivity Disorder and their Teachers: A review of the literature. International Journal of Disability, Development and Education. 2006;53(2):147-60.##
  10. Brook U, Watemberg N, Geva D. Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers. Patient Education and Counseling. 2000;40(3):247-52.##
  11. Polanczyk G, de Lima MS, Horta BL, Biederman J, Rohde LA. The worldwide prevalence of ADHD: a systematic review and metaregression analysis. The American journal of psychiatry. 2007;164(6):942-8.##
  12. Ghanizadeh A, Fallahi M, Akhondzadeh S. Disclosure of Attention Deficit Hyperactivity Disorder and its Effect on Rejection of Students by Teachers. Iranian Journal of Medical Sciences. 2009;34(4) .[ In Persian].##
  13. Mogasale VV, Patil VD, Patil NM, Mogasale V. Prevalence of specific learning disabilities among primary school children in a South Indian city. The Indian Journal of Pediatrics. 2012;79(3):342-7.##
  14. Noorbala AA, Bagheri Yazdi SA, Yasamy MT, Mohammad K. Mental health survey of the adult population in Iran. The British journal of psychiatry: the journal of mental science. 2004;184(1):70-3 .[ In Persian].##
  15. Jimoh M. Knowledge and Attitudes towards Attention Deficit Hyperactivity Disorder among Primary School Teachers in Lagos State, Nigeria. Advances in Life Science and Technology. 2014;23:7-15.##
  16. Shetty G. Knowledge, attitude and practice of teachers regarding the children with behavioral problems 2012.##
  17. Koosha M, Soleymani R, Mehrabadi A. Knowledge, Attitude And Performance Of Primary School Teachers Dealing With Attention Deficit Hyperactivity Disorder.[In Persian].##
  18. Ghanizadeh A, Bahredar MJ, Moeini SR. Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers. Patient Education and Counseling. 2006;63(1):84-8.[ In Persian].##
  19. Blotnicky-Gallant P, Martin C, McGonnell M, Corkum P. Nova Scotia Teachers’ ADHD Knowledge, Beliefs, and Classroom Management Practices. Canadian Journal of School Psychology. 2014:0829573514542225.##
  20. Bekle B. Knowledge and attitudes about attention-deficit hyperactivity disorder (ADHD): a comparison between practicing teachers and undergraduate education students. Journal of Attention Disorders. 2004;7(3):151-61.##
  21. Kos J. What Do Primary School Teachers Know, Think And Do About ADHD? Teaching and Learning and Leadership. 2008:8.##
  22. Alkahtani KD. Teachers’ Knowledge and Misconceptions of Attention Deficit/Hyperactivity Disorder. Psychology. 2013;4(12):963.##
  23. Krause K, Nixon J, Beer J, Beer J. Attitude, anxiety, and social readjustment toward learning disabilities by student teachers. Psychol Rep. 1991;68(2):399-402.##
  24. Rodrigo M, Perera D, Eranga V, Williams S, Kuruppuarachchi K. The knowledge and attitude of primary school teachers in Sri Lanka towards childhood attention deficit hyperactivity disorder. Ceylon Medical Journal. 2011(56):51-4.##
  25. Kakabaraee K, Arjmandnia AA, Afrooz GA. The study of awareness and capability of primary school teachers in identifying students with learning disability in the province of Kermanshah. Procedia-Social and Behavioral Sciences. 2012;46:2615-9.[ In Persian].##
  26. Canu WH, Mancil EB. An Examination of Teacher Trainees’ Knowledge of Attention-Deficit/Hyperactivity Disorder. School Mental Health. 2012;4(2):105-14.##
. .
دوره 5، شماره 3
مهر و آبان 1395
صفحه 1-11
  • تاریخ دریافت: 20 اردیبهشت 1394
  • تاریخ بازنگری: 06 آذر 1394
  • تاریخ پذیرش: 15 آذر 1394
  • تاریخ اولین انتشار: 01 مهر 1395