This research aims to find the opinions of preschool teachers on the inclusion of children with Attention Deficit Hyperactivity Disorder (ADHD) in kindergartens and how they feel when they have children with ADHD in their class. It is addressed to preschool teachers as they are considered the most appropriate to share their opinions and concerns regarding children with ADHD. The educator, with his knowledge and experience, can communicate situations he has encountered while helping to develop the research. The synthesis of findings in order to present the views of educators is particularly important for the educational community as the presentation of different views wants to sharpen critical thinking and enrich the existing literature. The methodology used in this research was the quantitative method and the sample was collected with electronic questionnaires where a total of forty-one (41) participants who were public and private preschool teachers regardless of age, gender or years of service participated. The following research shows the main results that want preschool teachers ready for the inclusive process, with a very good level of knowledge regarding the assessment and education of children with ADHD.
Cite this paper
Labrinopoulou, M. (2022). The Views of Preschool Teachers on the Integration of Children with Attention Deficit Hyperactivity Disorder (ADHD) in Kindergarten. Open Access Library Journal, 9, e9136. doi: http://dx.doi.org/10.4236/oalib.1109136.
Greven, C., Rijsdijk, F. and Plomin, R. (2010) A Twin Study of ADHD Symptoms in Early Adolescence: Hyperactivity-Impulsivity and Inattentiveness Show Substantial Genetic Overlap But Also Genetic Specificity. Journal of Abnormal Child Psychology, 39, 265-275. https://doi.org/10.1007/s10802-010-9451-9
Porpodas, K. (2005) Educational Approaches and Material for the Assessment and Treatment of the Learning Difficulties of Primary School Students with Learning Disabilities. Edition: EPEAEK 2000-2006, Ministry of National Education and Religious Affairs, Athens.
Farmakopoulou, I. (2015) Managing School-Family Cooperation Difficulties. Post-Educational Program EKPA 2014-2015. Assessment and Treatment of Infants, Children and Adolescents with ADHD.
Charitaki, G., Tzivinikou, S., Stefanou, G. and Soulis, S.G. (2021) A Meta-Analytic Synthesis of Early Numeracy Interventions for Low-Performing Young Children. SN Social Sciences, 1, 1-28. https://doi.org/10.1007/s43545-021-00094-w
Vogiatzi, X.A., Charitaki, G. and Kourkoutas, E. (2021) Assessing Psychometric Properties of the Sentiments, Attitudes and Concerns about Inclusive Education Scale in a Greek-Speaking Sample of In-Service Teachers. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-021-09554-x
Vasiliadou, X. (2019) Kindergarten Teachers’ Views on the Identification and Management of Children with Attention Deficit Hyperactivity Disorder (ADHD). Bachelor Thesis, University of Western Macedonia, Kozani.
Papacharalambous, A. (2019) Kindergarten Teachers’ Views on Educational Inclusion and Their Effectiveness in Educating Students with Special Educational Needs. Thesis, University of Macedonia, Thessaloniki.
Batsiu, A. (2014) Teachers’ and Students’ Attitudes towards Children with Special Educational Needs or Disabilities. Bachelor Thesis, University of Thessaly, Volos.
Schoemaker, K., Bunte, T., Wiebe, S.A., Espy, K.A., Dekovic, M. and Matthys, W. (2011) Executive Function Deficits in Preschool Children with ADHD and DBD. Journal of Child Psychology and Psychiatry, 53, 111-119.
https://doi.org/10.1111/j.1469-7610.2011.02468.x
Khushmand, R., Joey, W.T., David, R., David, J. M., Sarah, O. and Jeffrey, M.H. (2013) Association between Variation in Neuropsychological Development and Trajectory of ADHD Severity in Early Childhood.
Paraskevopoulou-Kollia, E.A. (2008) Qualitative Research Methodology in the Social Sciences and Interviewing. The Journal for Open and Distance Education and Educational Technology, 4, 1-22.
Halikias, M., Lalou, P. and Manolessou, A. (2015) Research Methodology and Introduction to Statistical Data Analysis with IBM SPSS Statistics. Association of Greek Academic Libraries, Athens.
Vogiatzi, C.A., Charitaki, G., Kourkoutas, E. and Forlin, C. (2022) The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Further Evidence for Construct Validity in Greek-Speaking Teachers. Prospects, 1-17.
https://doi.org/10.1007/s11125-022-09605-w
Stoiber, K. C., Gettinger, M., & Goetz, D. (1998). Exploring Factors Influencing Parents’ and Early Childhood Practitioners’ Beliefs about Inclusion. Early Childhood Research Quarterly, 13, 107-124.
Kalyva, E. (2007) Prevalence and Influences on Self-Reported Smoking among Adolescents with Mild Learning Disabilities, Attention Deficit Hyperactivity Disorder, and Their Typically Developing Peers. Journal of Intellectual Disabilities, 11, 267-279. https://doi.org/10.1177/1744629507080790
Antoniou, A.S., Geralexis, I. and Charitaki, G. (2017) Special Educators’ Teaching Self-Efficacy Determination: A Quantitative Approach. Psychology, 8, 1642.
https://doi.org/10.4236/psych.2017.811108
Bania, T.A., Gianniki, M., Giannakoudi, S., Charitaki, G., Matzaroglou, C. and Billis, E. (2020) The Interaction with Disabled Persons Scale: Evidencing Construct Validity with Factor Analysis and Measurement Invariance in Greek-Speaking Healthcare Students. Disability and Rehabilitation, 44, 3196-3203.
https://doi.org/10.1080/09638288.2020.1850890
Baralis, E., Cagliero, L., Cerquitelli, T. and Garza, P. (2012) Generalized Association Rule Mining with Constraints. Information Sciences, 194, 68-84.
https://doi.org/10.1016/j.ins.2011.05.016
Bania, T.A., Antoniou, A.S., Theodoritsi, M., Theodoritsi, I., Charitaki, G. and Billis, E. (2021) The Interaction with Disabled Persons Scale: Translation and Cross-Cultural Validation into Greek. Disability and Rehabilitation, 43, 988-995.
https://doi.org/10.1080/09638288.2019.1643420
Charitaki, G., Soulis, S.G. and Tyropoli, R. (2021) Academic Self-Regulation in Autism Spectrum Disorder: A Principal Components Analysis. International Journal of Disability, Development and Education, 68, 26-45.
https://doi.org/10.1080/1034912X.2019.1640353
Giannopoulou, M. (2019) Academic Self-Regulation on Students with Attention Deficit Disorder with or without Hyperactivity: Parents’ and Educators’ Point of View. Open Journal of Social Sciences, 7, 97-110.
https://doi.org/10.4236/jss.2019.78008