What Influences Do Parents Perceive as Supportive of School Well-Being and the Inclusion of Children with ADHD?: A Qualitative Study

Autor/inn/en	Krtkova, Ruzena; Krtek, Arnost; Pesoutova, Marketa; Meier, Zdenek; Tavel, Peter; Malinakova, Klara; Trnka, Radek
Titel	What Influences Do Parents Perceive as Supportive of School Well-Being and the Inclusion of Children with ADHD?: A Qualitative Study
Quelle	In: European Journal of Special Needs Education, 38 (2023) 2, S.218-232 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krtkova, Ruzena) ORCID (Krtek, Arnost) ORCID (Pesoutova, Marketa) ORCID (Meier, Zdenek) ORCID (Tavel, Peter) ORCID (Malinakova, Klara) ORCID (Trnka, Radek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2050972
Schlagwörter	Parents; Adolescents; Attention Deficit Hyperactivity Disorder; Inclusion; Student Attitudes; Well Being; Influences; Special Needs Students; Student Adjustment; Knowledge Level; Symptoms (Individual Disorders); Educational Methods; Social Support Groups; Foreign Countries; Attachment Behavior; Czech Republic + Suchen Sie Ihr Suchwort? Eltern; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Inklusion; Schülerverhalten; Well-being; Wellness; Wohlbefinden; Influence; Einfluss; Einflussfaktor; Sonderpädagogischer Förderbedarf; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Wissensbasis; Psychiatrische Symptomatik; Educational method; Erziehungsmethode; Social support; Soziale Unterstützung; Ausland; Attachment; Bindungsverhalten; Tschechische Republik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01