Teachers Understanding of Attention Deficit Hyfer Activity Disorder (Adhd): a Case Study of Nairobi Primary Schools

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is 2 serious disorder that affects approximately 5% of South African children. Teachers are seen a s one of the most valuable sources of information with regard to referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social and emotional success fro children with ADHD. However ,since there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfill this important role.this study aimed at assessing the knowledge and misconceptions of ADHD of primary school teachers in Nairobi Metropole.An empirical study will be done using a measuring Knowledge of Attention Deficit Disorders scae1(KADDS) to measures teachers' knowledge and misconceptions in three specific areas.symptoms (diagnosis of ADHD,general knowledge about the nature, causes and outcome of ADHD and possible interventions (treatment) with regard to ADHD. A demographic questionnaire was administered along with the KADDS to &24teachers at 35 selected schools .The response rate was 67% (552/824) .The data were statically analysed ,using statistical version 6.1.409.the overall knowledge of ADHD was poor (42,6% on KADDS).