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The Extent of Ordinary Classrooms Teachers’ Knowledge and Perception of Attention Deficit Hyperactivity Disorder (ADHD)


Abdulhameed Hasan Talafha


Vol. 22  No. 11  pp. 127-136


The present study aimed to investigate the extent to which ordinary classrooms teachers are informed are familiar with Attention Deficit Hyperactivity Disorder ‘ADHD’. The researcher adopted the descriptive approach. The sample of the study consisted of (89) male and female teachers who teach students from grade (1) to grade (6) at public primary schools in Northern Mazar Directorate of Education in Jordan. A questionnaire was employed as the primary tool for collecting the data. The findings of the current study indicated an average level of knowledge of ordinary classroom teachers about ADHD. The findings also indicated that there were no statistically significant differences in the extent of ordinary classroom teachers' knowledge of ADHD due to the variables (gender, qualification, professional experience, grade level being taught).


familiarity with of ADHD, Ordinary classroom teachers, Attention Deficit Hyperactivity Disorder ‘ADHD’.