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The advantages of an ADHD classification from the perspective of teachers

Artikel i vetenskaplig tidskrift
Författare Albert Wienen
Maruschka N. Sluiter
Ernst D. Thoutenhoofd
Peter de Jonge
Laura Batstra
Publicerad i European Journal of Special Needs Education
ISSN 0885-6257
Publiceringsår 2019
Publicerad vid Institutionen för pedagogik och specialpedagogik
Språk en
Länkar https://doi.org/10.1080/08856257.20...
Ämnesord Attention Deficit Hyperactivity Disorder; classification; diagnosis; child; teacher; attitude
Ämneskategorier Utbildningsvetenskap

Sammanfattning

In Western countries, the number of ADHD diagnoses and med- ical treatments of children has risen spectacularly over the last decennia, as has the amount of criticism about this trend. Various studies have shown that children receiving an ADHD classifica- tion often follow from initial signals that were raised in a school context. Hence, it becomes important to investigate precisely what advantages attach to ADHD classification in educational practice. In this qualitative study, 30 teachers were interviewed about their experiences and views of ADHD. The results suggest that a small number of interviewees sees no advantages to ADHD classification: the classification does not practically help them as teachers, they are familiar with the drawbacks of ADHD classifi- cation, and they take issue with the idea of labelling children. The greater number of interviewees, however, suggest ambiva- lence about ADHD classification: they are aware of its drawbacks while experiencing mainly advantages. According to the inter- viewees, ADHD classification explains undesirable behaviours and disappointing academic achievement. Classification thereby removes blame from pupils, parents and teachers, and so can be a starting point for productive agreement and collaboration. We will discuss the implications of these findings in the light of the concept of reification, child-centred problematisation and the development of more inclusive education.

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