Review article
https://doi.org/10.15516/cje.v26i4.5896
Teachers‘ Beliefs about Teaching Students with ADHD
Davor Vukelić
orcid.org/0000-0002-8569-2426
; University of Rijeka, Faculty of Humanities and Social Sciences
Nataša Vlah
orcid.org/0000-0003-3965-0927
; University of Rijeka, Faculty of Teacher Education
Abstract
Providing high-quality educational support tailored to students with AttentionDeficit Hyperactivity Disorder (ADHD) is a complex inclusive competency that requires knowledge, skills, and attitudes acquired through initial and/or lifelong learning. The purpose of this paper was to contribute to the understanding of the importance of teachers’ inclusive beliefs regarding their work with students with ADHD. The primary goal was to review the existing knowledge about teachers ‘beliefs in working with students with ADHD, while the specific goal was to define and present the significance of stereotypical and symbolic beliefs in this context. The methodology involved reviewing studies from databases such as WoS, Scopus, Google Scholar, ERIC, CROSBI, and Hrčak, using the following keywords: Student, Teacher, ADHD, Inattention, Hyperactivity, Impulsiveness, Attitude, Belief, Stereotypical Belief, Stereotype, Symbolic Belief, Values, Prejudice, Discrimination, Stigma. Research that addressed six specific research questions related to the study’s objectives was selected. The findings indicate that beliefs, as mechanisms of social injustice, significantly influence teachers‘ tendencies toward stigmatizing students with ADHD, as well as the development of prejudices and discriminatory behaviour. A distinction is made between stereotypical beliefs (about the specific characteristics of the group) and symbolic beliefs (about the values, customs, and traditions the group promotes or threatens). Both types of beliefs create barriers to effective inclusive teaching for students with ADHD. Empirical research is needed to identify optimal forms of teacher training that foster positive and inclusive beliefs about students with ADHD and support their education within inclusive practices.
Keywords
ADHD; research from 1964-2022; symbolic beliefs; stereotypical beliefs; stigma; teachers
Hrčak ID:
329795
URI
Publication date:
2.4.2025.
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