Teachers’ Self-Assessments About Pupils With Attention Deficit / Hyperactive Disorder Considering The Number Of Years Of Professional Experience

Sa？etak The basic characteristics of attention deficit / hyperactive disorder are usually an obstacle to proper adaptation, requirements and expectations related to learning as well as to pupils’ behaviour. The aim of this research is to get an insight into the teachers’ (N=212) personal evaluations of their knowledge about pupils with attention deficit / hyperactive disorder and determine the specific differences in their self-evaluation considering the number of years of professional experience with the purpose of understanding teachers’ knowledge and recognising drawbacks. An instrument construed for the needs of this research has been used and a pilot-research on a smaller sample of respondents was conducted prior to it. The validation of instruments was done by factor analysis. Besides calculating the basic statistical values, the discriminant analysis and the univariate analysis of variance were used. Results show, taking into consideration the latent and manifest dimensions of variants, that teachers with less than twenty years of professional experience in this context have to a larger extent offered a correct evaluation of certain notions and knowledge about children with attention deficit / hyperactive disorder. When it comes to children with attention deficit / hyperactive disorder, the previously mentioned indicates the need of a continual lifelong training for teachers in regular schools