Teachers’ Attitudes, Knowledge, and Misconceptions about ADHD and Learning Disabilities in Schools
DOI:
https://doi.org/10.55737/trt/FL25.156Keywords:
Hyperactivity Disorder, Learning Disabilities, Neurodevelopmental Disorders, Misconceptions, Mentorship, Evidence-based TrainingAbstract
This study seeks to examine the knowledge, attitude, and misconception of teachers towards Attention-Deficit/ Hyperactivity Disorder (ADHD) and learning disabilities (LD) in mainstream schools in Karachi, Sindh, Pakistan. To conduct quantitative descriptive-correlational study, a sample of 200 primary and secondary school teachers was sampled, and respondent questions were utilized in the form of a structured questionnaire with questions evaluating factual knowledge and attitudes towards inclusion, as well as misconceptions. The findings show that the overall level of knowledge among teachers is moderate, and their attitudes towards students with ADHD and LD are somewhat positive, although the prevalence of misconceptions persists, especially in teachers who have not been trained and those who are only new to the teacher job market. The results indicate the existence of a direct connection between knowledge and attitudes; teachers with more knowledge are more empathetic and inclusive, whereas limited knowledge and misconceptions prevent proper classroom support. The research puts special emphasis on teacher education and lifelong professional learning as the key to the development of inclusive practices. Integrate neurodevelopmental disorder education and myth correction into teacher training, supported by mentorship and practical, job-based learning experiences. The research comes to the conclusion that not only are the attitudes of teachers are improved by their knowledge of ADHD and LD, but the overall objective of inclusive education is reinforced.
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Copyright (c) 2025 Dr. Sumbul Mujeeb, Sadaf Riaz, Rubaesha Wajid
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