探索患有ADHD症状的幼儿教师的未满足需求:一种定性研究
Reem Aldabbagh1, David Daley2, Kapil Sayal3
1Special Education Department, Jeddah University, Jeddah 23218, Saudi Arabia.
Children (Basel, Switzerland)
|September 28, 2024
概括
教师经常觉得在课堂上管理儿童注意力缺陷和多动性障碍 (ADHD) 行为的压力太大. 加强培训对于支持教育工作者和改善这些学生的课堂环境至关重要.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 神经发育障碍 神经发育障碍
背景情况:
- 患有注意力缺陷和多动性障碍 (ADHD) 的儿童表现出可能破坏课堂学习的行为.
- 教师在支持高水平ADHD症状的学生时经常遇到挑战.
研究的目的:
- 探索小学教师的经验和情感教学儿童有多动症症状.
- 确定教师对这些儿童未得到满足的支持需求的看法.
主要方法:
- 与17名英国初级医生 (年龄在4-8岁) 进行半结构面试.
- 对面试成绩单进行反思性的专题分析.
- 确定了六个主要主题和八个子主题,这些主题与教育ADHD儿童有关.
主要成果:
- 教师报告说,他们对管理ADHD行为的实际要求感到不知所措.
- 对教师的现有支持被认为是有限的.
- 负面的互动和标签可能会影响孩子的情绪.
结论:
- 教师需要更具体的培训来管理与ADHD相关的外部化行为.
- 解决未满足的支持需求对于有效的课堂管理至关重要.
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