Teachers with ADHD: Perceptions of Support and Strategies

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Title: Teachers with ADHD: Perceptions of Support and Strategies
Author: Brock, Lynne Beazlie
Advisors: Susan S. Osborne, Ph.D, Committee Co-Chair
Alan J. Reiman, Ph.D, Committee Co-Chair
Abstract: Abstract BROCK, LYNNE BEAZLIE. Teachers with ADHD: Perceptions of Support and Strategies. (Under the direction of Dr. Susan S. Osborne and Dr. Alan J. Reiman.) In this mixed-methods study, I investigated how teachers with ADHD perceived the strategies and supports they used while teaching or preparing to teach. Nine teachers with diagnoses of ADHD participated in the study. Qualitative, quantitative, and archival data including three focus groups, two individual interviews, teacher efficacy and demographic questionnaires, and two teacher observation reports completed by school administrators were examined to investigate common themes and challenges as they related to teaching with the diagnosis of ADHD. The study examined teachers’ descriptions of strategies that they used in the areas of organization, time-management, memory, and workspace. Teachers reported using three categories of support: personal supports (people who provided support to them), and professional and medical supports. Participants conceptualized the tools they used as being primarily linked to the strategies that they used to manage information and time. Participants also reported on related topics such as ADHD disclosure, self-acceptance, and perceived teacher strengths related to their diagnosis of ADHD. Findings indicated that participants had mixed levels of support and used a variety of strategies and tools to fulfill their teaching responsibilities. Although these teachers were well educated and rated themselves highly on the teacher efficacy scale, they recognized career challenges that many individuals with ADHD encounter, particularly in the areas of organization and time management. Further, these teachers thought that their teaching was enhanced in areas such as flexibility, student empathy, and strategy use as a result of their experiences with ADHD. Finally, some participants reported challenges in their lives that suggested they possessed resilience that helped them realize their teaching career goals. I conclude with recommendations for practice and further research.
Date: 2008-12-04
Degree: PhD
Discipline: Curriculum and Instruction
URI: http://www.lib.ncsu.edu/resolver/1840.16/4977

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