Exceptional Lives: Teachers’ Stories

This phenomenological research study explored the perceptions of educators regarding the education of students with low incidence exceptionalities through the use of semi-structured interviews. The purpose of the study was to discover the realities of teaching students with low incidence exceptionalities and what, if any, barriers exist in providing the best education possible for these children. All of the participants were educators with experience ranging from Kindergarten to Grade 12 and lived in Ontario, Canada. From the study emerged eight themes: school entry and leaving, assessment, placement, resources, teacher training, advocacy, independence and friendship. All of the participants raised concerns about the lack of support they receive in providing for the complex and multi-faceted needs of these children

Education professionals' attitudes towards the inclusion of children with ADHD : the role of knowledge and stigma

Attitudes play a pivotal role in the inclusion of children with Attention Deficit/Hyperactivity Disorder (ADHD) in mainstream schools but little is known about factors that influence these. This study investigated the effect of ADHD knowledge and stigma on professionals attitudes towards mainstream inclusion. Teachers, support staff, school managers and educational psychologists completed questionnaires assessing ADHD knowledge, stigma and attitudes towards inclusion. Psychologists displayed more knowledge, had less stigmatising beliefs and more inclusive attitudes than other professions. Regression analyses revealed those with more knowledge of ADHD and less stigma held more positive attitudes towards mainstream inclusion. Results have implications for how to promote inclusive beliefs about ADHD