PRIMARY SCHOOL TEACHERS’ AWARENESS OF INCLUSIVE EDUCATION FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER

Abstract

Attention deficit hyperactivity disorder (ADHD) is a developmental and behavioral problem commonly recognized among primary school students, especially at the elementary level. However, awareness of this difficulty as well as support and education for these students are still very limited in Vietnam. Inclusive education is an approach for all students, especially those with difficulties in development, which helps them reduce the defficiencies and maximizes their potentials. This study, which was conducted on 194 teachers from elementary to high schools in Vinh Yen, Ha Noi, Nam Dinh and Ha Nam provinces, was aimed at determining teachers’ awareness on inclusive education for children with attention deficit hyperactivity, The results show that most teachers, especially elementary teachers have heard about inclusive education. However, their level of knowledge and specific skills about ADHD or inclusive education for the ADHD children still remains low. Teachers’ understanding of inclusive education’s components is rather erronerous; it chiefly lies in classroom management skills, teachers’ intervention skills for children with ADHD.