Teachers‘ Beliefs about Teaching Students with ADHD/Uvjerenja učitelja o poučavanju učenika s ADHD-om

Abstract

Abstract
Providing high-quality educational support tailored to students with Attention
Deficit Hyperactivity Disorder (ADHD) is a complex inclusive competency that
requires knowledge, skills, and attitudes acquired through initial and/or lifelong
learning. The purpose of this paper was to contribute to the understanding of the
importance of teachers’ inclusive beliefs regarding their work with students with
ADHD. The primary goal was to review the existing knowledge about teachers‘
beliefs in working with students with ADHD, while the specific goal was to define
and present the significance of stereotypical and symbolic beliefs in this context. The
methodology involved reviewing studies from databases such as WoS, Scopus, Google
Scholar, ERIC, CROSBI, and Hrčak, using the following keywords: Student, Teacher,
ADHD, Inattention, Hyperactivity, Impulsiveness, Attitude, Belief, Stereotypical Belief,
Stereotype, Symbolic Belief, Values, Prejudice, Discrimination, Stigma. Research that
addressed six specific research questions related to the study’s objectives was selected.
The findings indicate that beliefs, as mechanisms of social injustice, significantly
influence teachers‘ tendencies toward stigmatizing students with ADHD, as well
as the development of prejudices and discriminatory behaviour. A distinction is
made between stereotypical beliefs (about the specific characteristics of the group)
and symbolic beliefs (about the values, customs, and traditions the group promotes
or threatens). Both types of beliefs create barriers to effective inclusive teaching for
students with ADHD. Empirical research is needed to identify optimal forms of
teacher training that foster positive and inclusive beliefs about students with ADHD
and support their education within inclusive practices.
Key words: ADHD; research from 1964-2022; symbolic beliefs; stereotypical beliefs;
stigma; teachers

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Sažetak
Kvalitetna odgojno-obrazovna podrška učitelja usmjerena prema učenicima s
deficitom pažnje i poremećajem hiperaktivnosti (ADHD) vrlo je složena inkluzivna
kompetencija koja zahtijeva znanja, vještine i stavove stečene inicijalnim i/ili
cjeloživotnim učenjem. Svrha rada bila je dati doprinos razumijevanju važnosti
inkluzivnih uvjerenja učitelja za rad s učenicima s ADHD-om. Osnovni cilj rada bio
je dati pregled spoznaja o uvjerenjima učitelja za rad s učenicima s ADHD-om, a
specifični cilj bio je definirati i predstaviti važnost stereotipnih i simboličnih uvjerenja
učitelja u radu s učenicima s ADHD-om. Metoda realizacije ciljeva je pregled
istraživanja u WOS-u, SCOPUS-u, Google Schoolaru, ERIC-u, CROSBI-u, Hrčku
kroz pretraživanje sljedećih ključnih riječi: Student, Teacher, ADHD, Inattention,
Hyperactivity, Impulsiveness, Attitude, Belief, Stereotipical Belief, Stereotype, Symbolic
Belief, Values, Prejudice, Discrimination, Stigma. Odabrana su istraživanja koja daju
odgovore na postavljenih šest istraživačkih pitanja vezanih uz ciljeve rada. Prema
rezultatima, uvjerenja kao mehanizmi društvene nepravde imaju značajan učinak
na afinitet učitelja prema stigmatizaciji učenika s ADHD-om, na razvoj predrasuda i
diskriminativnoga ponašanja. Razlikuju se pritom stereotipna uvjerenja (o specifičnim
karakteristikama skupine) i simbolička uvjerenja (o vrijednostima, običajima i
tradiciji koje skupina promovira ili ugrožava učitelja o poučavanju učenika s ADHDom).
Navedena uvjerenja stvaraju prepreku kvalitetnom inkluzivnom poučavanju
učenika s ADHD-om. Potrebna su empirijska istraživanja o optimalnim oblicima
osposobljavanja učitelja za pozitivna i inkluzivna uvjerenja prema učenicima s
ADHD i njihovom poučavanju u inkluzivnoj praksi.
Ključne riječi: ADHD; istraživanja od 1964. do 2022.; simbolička uvjerenja;
stereotipna uvjerenja; stigma; učitelji