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

AbstractProviding high-quality educational support tailored to students with AttentionDeficit Hyperactivity Disorder (ADHD) is a complex inclusive competency thatrequires knowledge, skills, and attitudes acquired through initial and/or lifelonglearning. The purpose of this paper was to contribute to the understanding of theimportance of teachers’ inclusive beliefs regarding their work with students withADHD. The primary goal was to review the existing knowledge about teachers‘beliefs in working with students with ADHD, while the specific goal was to defineand present the significance of stereotypical and symbolic beliefs in this context. Themethodology involved reviewing studies from databases such as WoS, Scopus, GoogleScholar, 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 thataddressed six specific research questions related to the study’s objectives was selected.The findings indicate that beliefs, as mechanisms of social injustice, significantlyinfluence teachers‘ tendencies toward stigmatizing students with ADHD, as wellas the development of prejudices and discriminatory behaviour. A distinction ismade between stereotypical beliefs (about the specific characteristics of the group)and symbolic beliefs (about the values, customs, and traditions the group promotesor threatens). Both types of beliefs create barriers to effective inclusive teaching forstudents with ADHD. Empirical research is needed to identify optimal forms ofteacher training that foster positive and inclusive beliefs about students with ADHDand support their education within inclusive practices.Key words: ADHD; research from 1964-2022; symbolic beliefs; stereotypical beliefs;stigma; teachers---SažetakKvalitetna odgojno-obrazovna podrška učitelja usmjerena prema učenicima sdeficitom pažnje i poremećajem hiperaktivnosti (ADHD) vrlo je složena inkluzivnakompetencija koja zahtijeva znanja, vještine i stavove stečene inicijalnim i/ilicjeloživotnim učenjem. Svrha rada bila je dati doprinos razumijevanju važnostiinkluzivnih uvjerenja učitelja za rad s učenicima s ADHD-om. Osnovni cilj rada bioje dati pregled spoznaja o uvjerenjima učitelja za rad s učenicima s ADHD-om, aspecifični cilj bio je definirati i predstaviti važnost stereotipnih i simboličnih uvjerenjaučitelja u radu s učenicima s ADHD-om. Metoda realizacije ciljeva je pregledistraživanja u WOS-u, SCOPUS-u, Google Schoolaru, ERIC-u, CROSBI-u, Hrčkukroz pretraživanje sljedećih ključnih riječi: Student, Teacher, ADHD, Inattention,Hyperactivity, Impulsiveness, Attitude, Belief, Stereotipical Belief, Stereotype, SymbolicBelief, Values, Prejudice, Discrimination, Stigma. Odabrana su istraživanja koja dajuodgovore na postavljenih šest istraživačkih pitanja vezanih uz ciljeve rada. Premarezultatima, uvjerenja kao mehanizmi društvene nepravde imaju značajan učinakna afinitet učitelja prema stigmatizaciji učenika s ADHD-om, na razvoj predrasuda idiskriminativnoga ponašanja. Razlikuju se pritom stereotipna uvjerenja (o specifičnimkarakteristikama skupine) i simbolička uvjerenja (o vrijednostima, običajima itradiciji koje skupina promovira ili ugrožava učitelja o poučavanju učenika s ADHDom).Navedena uvjerenja stvaraju prepreku kvalitetnom inkluzivnom poučavanjuučenika s ADHD-om. Potrebna su empirijska istraživanja o optimalnim oblicimaosposobljavanja učitelja za pozitivna i inkluzivna uvjerenja prema učenicima sADHD i njihovom poučavanju u inkluzivnoj praksi.Ključne riječi: ADHD; istraživanja od 1964. do 2022.; simbolička uvjerenja;stereotipna uvjerenja; stigma; učitelji