英文教師對注意力缺陷過動症學生之認知與瞭解

EFL Teachers’Knowledge and Perceptions of Students with Attention-Deficit Hyperactivity Disorder

為了要檢測國小英文教師對注意力缺陷過動症之認知，本研究將注意力缺陷過動症的知識分成（a）病症之徵狀；（b）治療方式；（c）診斷標準；及（d）造成此症之一般相關知識。在實驗過程中，共有134位臺北公立小學英文教師完成個人背景資料，及注意力缺陷過動症知識（KADDS）的問卷。結果顯示對注意力缺陷過動症有經驗的老師比沒有這類經驗的老師在KADDS得分較高。然而，這兩類老師的得分仍多偏低。這項結果也顯示出老師對注意力缺陷過動症學童存有偏見及錯誤的觀念。而老師們的這些觀念也反映及影響在教學及對待此類學童身上。本研究也建議老師們能接受有關特殊兒童知識 的專業成長課程與訓練，以期迎向未來融合教育的趨勢，並且能更有效率的教學。

This paper presents the study that examines English as a Foreign Language (EFL) teachers’ knowledge and perceptions of students with Attention-Deficit Hyperactivity Disorder (ADHD) in Taipei, Taiwan. The study focuses on the following four areas: (a) symptoms of ADHD; (b) the treatment of ADHD; (c) the DSM-IV diagnosis; and (d) general information about the nature, cause, and outcome of ADHD. Collectively, one hundred and thirty-four Taipei municipal public elementary school EFL teachers completed the demographic information and Knowledge of Attention Deficit Disorders Scales (KADDS). The analysis has confirmed that teachers with experience in ADHD show slightly higher KADDS scores than that of teachers without any experience. However, several statistical procedures showed that the difference is not considered statistically significant. Evidently, both groups of EFL teachers lack of sufficient knowledge and frequently misperceive symptoms of ADHD. Conclusively, the study suggests that EFL teachers should receive trainings in the professional development in order to entail more successful teachings under the inclusion settings.