The Institution of Parallel Support as a Parameter to Promote the Social Integration of Students with Attention Deficit Hyperactivity Disorder: Views of General and Special Education Teachers
Through this research we intend to research teachers’ perceptions for the effectiveness of parallel support in students with Attention Deficit Hyperactivity Disorder. More specifically, the focus was set on planning, implementation and the results of the implication of parallel support. A quantitative approach was employed for the above purpose. We administered a questionnaire to a sample of 137 teachers. Results suggested a positive orientation to parallel support of children with ADHD. Results are discussed for their practical implications.
Cite this paper
Nikiforou, E. (2022). The Institution of Parallel Support as a Parameter to Promote the Social Integration of Students with Attention Deficit Hyperactivity Disorder: Views of General and Special Education Teachers. Open Access Library Journal, 9, e9452. doi: http://dx.doi.org/10.4236/oalib.1109452.
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