Knowledge and Management Strategies of Guardian and teacher of Chidren with attention deficit Hyperactivity Disorder

Abstract

The purpose of this study was to study problems of ADHD children toward their guardians and classroom and study the self management strategies of guardians and teachers for helping children with ADHD. Exploratory study using qualitative data collection by semistructured interview was conducted. Five schools in Samutprakarn province were purposively selected. There were 32 teachers and 19 guardians provided the information. The result showed that teachers and guardians had not enough knowledge of ADHD and the treatment. Some school used the separation ADHD child from normal children to handle ADHD children. Both teachers and guardians had lower quality of life after they had to care ADHD children. In learning evaluation, teacher who taught both normal and ADHD children used same test but they lower the pass/fail criteria for ADHD. The method of punishment depended on levels of wrong behavior. Most teacher had admonish ADHD children when they did wrong. Flogging method was still utilized as the punishment in ADHD children. Both teachers and guardians had special strategies for solving many problems that were closely took care ADHD children. Guardians rarely comply with the treatment because the treatment was burden, cost and time consuming. Some guardians felt social stigma. In conclusion, supporting the accessibility to the treatment by government policy was suggested. The school of education should insert some knowledge in their curriculum.