December 2015 Vol. 3 No.12

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Berger I
Rachel SMA

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Original Research Article

ADHD in the classroom – measuring opinions and needs

¹Itai Berger, M.D., ¹Ortal Slobodin, Ph.D, ²Noa Ofek-Shlomai, M.D., ³Hava Gadassai, M.D., ⁴Hanoch Cassuto, M.D. Ph.D and ⁵Rachel Shuchman M.A

¹The Neuro-Cognitive Center, Pediatric Neurology Unit, Hadassah-Hebrew University Medical Center, Mount Scopus Campus, Jerusalem, 91240, Israel.
²Department of Neonatology, Hadassah-Hebrew University Medical Center, Mount Scopus Campus, Jerusalem, 91240, Israel.
³Division of Pediatrics, Hadassah Hebrew University Medical Center, Ein Kerem Campus, Jerusalem 91120, Israel.
⁴Pediatric Neurology Clinic, Clalit and Leumit, HMO, Shay Agnon 13/1, Jerusalem, 93589, Israel
⁵Special Education Department, Ministry of Education, Tel-Aviv, 67456, Israel

*Corresponding Author’s Email: itberg@hadassah.org.il
Tel: 972-2-5844751; Fax: 972-2-5328963

Accepted December 14, 2015

Abstract

Collaboration between school teachers and health systems is essential for efficient diagnosis, management, and treatment of children with Attention Deficit Hyperactivity Disorder (ADHD). This study evaluated teachers’ knowledge, perceptions, and needs regarding the teacher-physician working relationship and perceived barriers for collaboration. A specifically designed questionnaire was fulfilled by 430 teachers in 30 elementary schools, representing a broad range of socio-demographic areas. Findings point to an alarming lack of communication between teachers and medical specialists. Most teachers were not involved in the diagnosis procedure and reported that children’s treatment was compromised due to lack of collaboration between the health and education systems. Most of them recognized their need for better training and guidance regarding common neuro-developmental disorders. The results of this study are valuable to identify areas where there is a lack of knowledge among teachers and need for further training.

Key words: ADHD, Attitudes, Collaboration, Knowledge, Teachers