Amha Haile, Azale Telake
Department of Nursing, College of Health Science, Debre Markos University, Debre Markos, Ethiopia.
Department of Psychiatry, University of Gondar, Gondar, Ethiopia.
Front Pediatr. 2022 May 6;10:805440. doi: 10.3389/fped.2022.805440. eCollection 2022.
Although most instructors appear to understand visible disability, they appear to have a negative attitude toward children with attention deficit hyperactivity disorder (ADHD), considering them to be lazy or purposefully disruptive. In Ethiopia, there is a scarcity of data on teachers' attitudes toward children with ADHD.
An institution-based cross-sectional study was conducted. A pre-tested questionnaire that contains a case vignette was administered through face-to-face interview with 417 teachers. The data was entered into Epi-data version 4.2 and exported into SPSS version 25.0 for analysis. Multiple linear regression analyses were used to assess the correlates of attitude in the participants and a B coefficient with 95% confidence interval (CI) were used. The statistical significance was accepted at -value < 0.05.
The mean score of the teachers' attitude toward ADHD was 41.6 ± 5.4 (95% CI; 41.12, 42.16) and 46% of the participants had unfavorable attitudes. Low level of educational status, knowledge, teaching experience, familiarity in teaching students with ADHD, and having training were significantly associated with attitude of the teachers.
The study revealed that nearly half of the participants had an unfavorable attitude toward students with ADHD. Based on the findings, it was recommended that it is better to strengthen training of teachers to recognize students with ADHD.
尽管大多数教师似乎了解明显的残疾情况，但他们对患有注意力缺陷多动障碍（ADHD）的儿童似乎持消极态度，认为他们懒惰或故意捣乱。在埃塞俄比亚，关于教师对ADHD儿童态度的数据匮乏。
进行了一项基于机构的横断面研究。通过与417名教师进行面对面访谈，使用一份包含病例 vignette 的预测试问卷。数据录入Epi-data 4.2版本，并导出到SPSS 25.0版本进行分析。使用多元线性回归分析评估参与者态度的相关因素，并使用具有95%置信区间（CI）的B系数。统计学显著性以P值<0.05接受。
教师对ADHD态度的平均得分为41.6±5.4（95%CI；41.12，42.16），46%的参与者态度不佳。低教育水平、知识、教学经验、对ADHD学生教学的熟悉程度以及接受培训与教师的态度显著相关。
研究表明，近一半的参与者对ADHD学生持不利态度。基于这些发现，建议加强教师对识别ADHD学生的培训。
