Show simple item record

dc.contributor.authorKos, J.
dc.contributor.authorRichdale, A.
dc.contributor.authorHay, David
dc.date.accessioned2017-01-30T15:36:44Z
dc.date.available2017-01-30T15:36:44Z
dc.date.created2014-10-28T02:31:43Z
dc.date.issued2006
dc.identifier.citationKos, J. and Richdale, A. and Hay, D. 2006. Children with ADHD and their teachers: A review of the literature. International Journal of Disability, Development and Education. 53 (2): pp. 147-160.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/47964
dc.identifier.doi10.1080/10349120600716125
dc.description.abstract

There is considerable evidence regarding the academic and social difficulties children with Attention Deficit Hyperactivity Disorder (ADHD) experience, but less is known about what their teachers do and should know. This article provides a summary of this evidence, including information on the difficulties experienced by students with ADHD, the relationships between teachers and students with ADHD, pre‐service and in‐service teachers' knowledge and attitudes toward ADHD, and in‐service teachers' behaviour toward children diagnosed with the condition. Teachers need increased awareness of the family circumstances of children with ADHD, more knowledge of the conditions commonly comorbid with ADHD, and insight into these children's relationship with peers.

dc.publisherRoutledge
dc.titleChildren with ADHD and their teachers: A review of the literature
dc.typeJournal Article
dcterms.source.volume53
dcterms.source.number2
dcterms.source.startPage147
dcterms.source.endPage160
dcterms.source.issn1034912X
dcterms.source.titleInternational Journal of Disability, Development and Education
curtin.departmentSchool of Psychology
curtin.accessStatusFulltext not available


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record