What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15260%2F23%3A73622296" target="_blank" >RIV/61989592:15260/23:73622296 - isvavai.cz</a>
Result on the web
<a href="https://obd.upol.cz/id_publ/333202183" target="_blank" >https://obd.upol.cz/id_publ/333202183</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/08856257.2022.2050972" target="_blank" >10.1080/08856257.2022.2050972</a>
Alternative languages
Result language
angličtina
Original language name
What influences do parents perceive as supportive of school well-being and the inclusion of children with ADHD?: A qualitative study
Original language description
A growing body of a literature recognises the importance of special educational needs (SEN) of adolescents with attention-deficit/hyperactivity disorder (ADHD). Therefore, there is a current need for more in-depth insights into the factors that may help meet the SEN, well-being, and educational inclusion of ADHD students. The aim of this qualitative study was to assess the factors that parents perceive as being helpful for the school well-being, adaptation, and inclusion of their ADHD adolescents. The sample comprised 20 parents, aged from 30 to 60 years old, of ADHD adolescents. From the viewpoint of the parents, the teachers' knowledge of ADHD symptoms, the use of educational methods respecting the determination of ADHD, special school aids and equipment, and the help of various professionals and psychotherapy with social skills training were considered to be supportive for school well-being and the inclusion of ADHD adolescents. Practical implications emerging from the results of the present study involve training focused on the development of secure attachment of teachers, awareness-raising campaigns about ADHD, and activities supporting teacher-parent cooperation.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50302 - Education, special (to gifted persons, those with learning disabilities)
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
European Journal of Special Needs Education
ISSN
0885-6257
e-ISSN
1469-591X
Volume of the periodical
38
Issue of the periodical within the volume
2
Country of publishing house
GB - UNITED KINGDOM
Number of pages
15
Pages from-to
218-232
UT code for WoS article
000771270600001
EID of the result in the Scopus database
2-s2.0-85126797217