Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/14236
Title: Knowledge About ADHD Among Teachers in the Educational System (The State and State Religious Sectors) in Israel
Other Titles: Wiedza o ADHD wśród nauczycieli szkół państwowych i religijnych w Izraelu
Authors: Liviatan, Sarit Albaldes
Keywords: ADHD
teachers
educational system
Issue Date: 2015
Publisher: Wydawnictwo Naukowe UAM
Citation: Studia Edukacyjne, 2015, nr 36, s. 443-463.
Abstract: The educational system in Israel copes with children with Attention Deficit Hyperactivity Disorder (ADHD) in two sectors: the state sector and the state religious sector. This research examined whether there is a difference in the level of knowledge on ADHD between teachers in the two sectors. ADHD is a neurodevelopmental disorder, defined by disorder on the level of attention, lack of organization, and/or hyperactivity/impulsivity. The school framework, which requires the child to sit continuously and quietly, to be organized and orderly, and to focus, causes the disorder to surface. The ADHD child is excessively active and impulsive and has difficulties focusing in class. The pattern expected in the research, differences in the level of knowledge of teachers about ADHD between the two sectors, was found to be positive but weak. The average level of knowledge was indeed higher, although not significantly so, among teachers in the state schools than among teachers in the state religious schools. The level of knowledge about ADHD was found to be low in some of the ADHD parameters in both sectors. Educators need to increase their awareness and further their understanding of the disorder. It is important that teachers have at least the basic knowledge and possibility to identify the children and plan for them an educational program that will meet their needs and help them become successful and proactive citizens.
URI: http://hdl.handle.net/10593/14236
DOI: 10.14746/se.2015.36.25
ISBN: 978-83-232-2958-2
ISSN: 1233-6688
Appears in Collections:Studia Edukacyjne, 2015, nr 36

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