Documente Academic
Documente Profesional
Documente Cultură
A SURVEY RESEARCH
SUBMITTED TO
DR. CATALINA SALAZAR
ON
OCTOBER 20, 2006
BY
JENNY PAGUYO
ACKNOWLEDGEMENTS
Many thanks to
Prof. Elenita Que for letting us use the computer during the ‘emergency’,
Alma Griño and Gabriel Griño for the inspiration to pursue this research,
Andrew and Victor; if it weren’t for your remarkable traits, I would not have
been interested in ADHD,
ii
Abstract
Hyperactivity Disorder had begun, but despite the many discoveries about the
disorder and its nature, a lot of people are still confused and unsure of what it
4) the receptivity of public school teachers to the idea of making room for a
Quezon City thus the teachers hold many misconceptions about the
the conditions that can affect student learning such as ADHD and most
iii
3) There is a great necessity to reeducate the teachers and promote
4) Most teachers are willing to learn more about ADHD, but they are hesitant
The survey questionnaire includes a true or false test to determine the common
misconceptions that public school teachers have on ADHD and a short essay
type of questions to give the respondents a chance to explain their stand on the
issues raised.
I. Definition of ADHD
Results are then tabulated and ranked according to the most number of
CONTENTS
iv
Title i
Acknowledgements ii
Abstract iii
List of Tables vii
Chapter I Introduction
Statement of the Problem ix
Significance of the Study x
Scope and Delimitatons xii
Bibliography lv
v
Appendices
A1 First draft of questionnaire lvii
A2 Approved questionnaire lx
A3 Letter asking for permission to conduct
a survey at Krus na Ligas Elementary School lxiii
A4 Diagnostic Criteria for Attention-Deficit /Hyperactivity
Disorder in Children (according to DSM-IV) lxiv
A5 Eight Principles on Managing ADD lxv
LIST OF TABLES
vi
Table 1 ADHD Information Source xl
vii
Chapter I
Introduction
viii
Once in a fourth year high school class seven years ago, a Health
Education teacher labeled two of her ‘naughty’ students ‘may ADD’. She even
gave out the meaning of the acronym: Attention Deficit Disorder, explaining that
children who are naughty are afflicted with ADHD. Since then, the students held
on to the idea that ADHD indeed is an illness that makes people restless.
Oftentimes, people associate the term with people who demand attention or what
most Filipinos popularly call KSP (Kulang sa Pansin). Others call children who
get into a lot of trouble in school as kids with ADHD. Soon enough, the term is
abnormality.
The most famous definition though is ‘hyperactive’. People with ADHD are
hyperactive, so they say. While this may be true, the term seems to have
become overused without people really knowing what it is all about. Studies
survey in one of the public schools in the city to assess how much the public
school teachers know about ADHD. This study aims to determine if teachers are
well-informed on the matter. It also aims to find out the misconceptions most
teachers have about ADHD and if there is a great need for further information
Disorder is quite vague and difficult to understand. Aside from the fact that the
ix
disorder is still in the process of being fully understood, the characteristics that
are often used to describe children with ADHD looks like they are just describing
a typical child who is always on the go. This leads to the most frequently asked
(1) What are the most common misconceptions that teachers have
about it?
(4) How do most teachers in the public school nowadays feel about
through inclusion?
A lot of teachers these days, even parents, complain that children these
days are very difficult to discipline and control, too active, too aggressive,
unfocused or lazy. More often than not, the school gives hope up and these
children are all grouped together and are labeled as the ‘slow-learners’,
‘delinquent’ or simply the ‘bad kids’ thus, overlooking their capabilities and
x
Due to the lack of awareness of teachers about the disorder, they fail to
provide the students the instruction they need and they are also deprived of the
chance to cultivate their ‘smart’ self. Soon, the students themselves believe that
they are good-for-nothing fellows, feel a dislike for school and eventually drop
out.
the disorder is that the disorder goes undiagnosed among these children. The
teacher, having no idea that there exists a disorder that can probably explain the
to the parents. In the end, the teacher, the parent and the child end up
frustrated. If they had known about its existence though, they could have been
In some cases, children with ADHD are not allowed to attend the regular
school system. Teachers and sometimes even the administrators feel that these
children are meant to attend special schools. Because of this, most parents of
children with ADHD especially those who cannot afford sending their children to a
special school hide the fact that their children do have ADHD for they fear that
the school will expel their sons or daughters. These resistances are frequently
due to the misconceptions that school personnel have about the condition.
shall attempt to find a way to make the teachers properly informed. The study
will try to minimize if not totally remove the discrimination that many people have
xi
dissemination to parents will be a lot easier. This can also encourage parents to
open up to the teachers regarding the conditions of their child in case they were
parents and teachers, handling the student with ADHD will be a lot easier. Aside
from that, the child will be given the appropriate instruction so that he or she can
bring out the best in him or her. The findings may also serve as a guide to the
teachers when they are faced with students who are becoming quite a problem in
class. The study will provide teaching strategies which they can use not only to
motivate and handle students with ADHD but also those who are ‘hyperactive’ in
general. Finally, the study will motivate teachers to gain more knowledge on the
different teaching strategies that will encourage students with or without the
exceptionality.
misconceptions that teachers commonly have about what the condition is, its hall
possibility of accepting a child with ADHD in his or her class considering the fact
that most cases of ADHD can be mainstreamed or included in the regular class.
xii
The study also includes the questions that lets the teachers express their
feelings towards ADHD as well as the teaching strategies they have used when
ADHD. It does not cover the effects of the area of concentration of the
investigators also limited the research to the grade school teachers of only one
city public school thus, it is not sufficient to represent the whole public school
It does not seek to include the correlation between the teacher awareness
xiii
Chapter II
Theoretical Framework
xiv
“As a parent, how much can I reasonably expect my child’s teacher to
know about ADHD?” That was one of the many questions posted by a parent in
wrote:
One should acknowledge the fact that teachers and school play a big role in
the life of a child with ADHD. Though teachers should NEVER take the
responsibility of making the diagnosis, they are the best persons to assess the
child’s behavior and academic performance because they live day in and day out
with the children. And when the child finally gets the professional help he or she
needs, and is diagnosed, it is the teacher, in cooperation with the family and the
child, who prepares and implements (in school) the structuring the child needs.
Teachers also play a great role in having the child diagnosed in the first
place. If she is well informed on ADHD, it would be a lot easier for her to notice
the behavioral and learning patterns of the child and she would be able to
xv
Dr. Hallowell fittingly subtitled the chapter three of his book “Making or
Breaking the Spirit of the Child. Teachers and ADD.” True enough, the manner
teachers would deal with every child, disabled or not, affects the child in more
ways than one could ever imagine. Humiliation has a corrosive effect on the
damage may occur. One mistake and it could shatter the child’s respect for
himself, for the teacher, for the school and for learning.
All the same, many teachers have an ‘attitude’ about ADHD. They can be
quite, stubborn and ‘impossible’ to deal with. More often than not, they are quick
to stand on the defensive side when parents try to discuss the matter with them.
Consider the findings of Jenny Corbett (1991) in her study about teacher
school. She cited some common reactions and some of those were as follows:
1. Totally impractical!
This can also be true in our country as it had been in London where the
study was conducted. In fact, most schools often resist the idea of catering to
3
Jenny Corbett, “’Totally Impractical!’ Integrating ‘special care’ within a special school” in Learning For All 1.
Curricula for Diversity in Education, ed. Tony Booth, Will Swann, Mary Masterton and Patricia Pots
(Routledge, London: Chapman and Hall Inc.,1992), pp. 193-198.
xvi
students who were diagnosed of having ADHD most of the time, because other
parents make the trouble. All these can be attributed to the lack of knowledge
about the nature of ADHD and the many misconceptions that are fast spreading.
The general mood that schools have on the issues of inclusion and
and hostility.
When Corbett had the opportunity talk to one of the staff, she found out
that they had the wrong idea on ‘special care’. It turns out that it has gained a
Clearly, ADHD has a deep social impact because not only does it affect
the child but also everyone else within his or her environment thus, advocacy is
around him or her should also know what is going on inside him or her. Dr.
Hallowell (1994) would often say that telling the truth to the child and the school
helps de-stigmatize ADHD and it can also imply that there is no reason to fear or
to be ashamed of.
Most children with ADHD are actually smart and physicians hardly
recommend going to a special school. Hallowell (1994) stated that if the teacher
knows the simple techniques in handling a child with ADHD and if the class size
classroom.
4
Jenny Corbett (1991)
xvii
Another current trend these days is inclusion where regular teachers and
“An adolescent girl arrived from another borough and her notes
had not yet been forwarded. The head teacher placed the girl in the
group which was appropriate for her age. Although she proved to be
sometimes awkward and ill-tempered, the class teacher was able to
cope. After a short period of settling-in, she started to develop rapidly,
showing an interest in many tasks. It was only when her notes arrived
some months later that the head teacher discovered that this girl had
been in a special care unit of her previous school, where she had been
regarded as a behavior problem.”
Later on the head teacher concluded that once children have been labeled
In the Philippines Title Two, Section 12 of the Magna Carta for Disabled
• The State shall ensure that disabled persons are provided with adequate
5
Jenny Corbett (1991)
xviii
• It will be unlawful for any learning institution to deny a disabled person
• Auxiliary services that will facilitate the learning process for disabled
Constitution also states that all schools shall admit children and youth with
Despite all these regulations, most teachers especially those in the regular
movements to have room for these learner types only came out just recently.
Even specialists from the medical field admit that they have not yet done enough
xix
Most schools would shy away from the idea of setting up programs to cater
ADHD because they think that it would cost too much money. What they do not
realize is that the more they delay on acting upon it, the larger the price to pay for
who has set up this kind of program in another school and seen
it work.
2. Educate the teachers about ADHD. Teach them the simple and
relatively cheap in education. Use them freely for they are the
4. Still, some children may have need of more help than what the
xx
5. Provide budget for ongoing education. The field of ADHD is
out history, there have been a lot of researches and studies conducted to fully
understand the condition and to find out what really causes the disorder. As early
as 1800s, people have been trying to prove the relationship between nervous
system diseases and ADHD. They observed that children recovering from
At the dawn of the 20th century, George Frederic Still, M.D. described “a
lawless, and spiteful and had little inhibitory volition.”7 Their troubling behaviors
according to their life story had appeared before the age of eight. What Still
found striking is that these children had been raised with ‘good enough’
6
Hallowell, Edward M. and Ratey, John J., Answers to Distraction. (US: Bantam Books, 1994), pp.79-81
7
Hallowell, Edward M. and Ratey, John J. Driven to Distraction. Recognizing and Coping with ADHD from
Childhood to Adulthood. (New York: Touchstone, 1994), 271.
xxi
In the 1934s, Eugene Kahn and Louis Cohen observed that the outbreak
of encephalitis in 1917-1918 left several children victims with symptoms that are
similar to those of hyperactive children and from this observation they concluded
Later on, further research revealed that these children are not brain
environmental problem, blaming parents and the community for the development
years.
two diagnoses for the disorder. One was Attention Deficit WITH Hyperactivity
edition, revised (DSM-III-R) was published under which the sub typing of
xxii
(ADD) became the diagnosis for children who displayed marked inattention but
Later on, the DSM-IV was published and the disorder was divided into
criteria for ADHD in children as set forth in the standard psychiatric manual is
Due to the lack of biological evidence, some people contest the existence
of the disorder. Thomas Armstrong (1995) for one, author of The Myth of the
hunters of the ancient times who roamed the wilderness killing prey and warding
off danger. He said that children and adults with ADHD have inherited the fast-
8
McEwan, Elaine K. The Principal’s Guide to Attention Deficit Hyperactivity Disorder. (US: Crown Press Inc,
1998), p.3.
xxiii
Even in the United States, many teachers and parents were misinformed.
This led Dr. Edward M. Hallowell, M.D. and Dr. John J. Ratey, M.D. to write the
“Driven to Distraction” that same year. Here they compiled the most frequently
asked questions about ADHD. Most of the questions are about the criteria for
disorder.
Definition of ADHD
xxiv
6. It is not readily accounted for by purely environmental or social
causes
development
ADHD,
9
Hallowell, Edward M. and Ratey, John J., Answers to Distraction. (US: Bantam Books, 1994), p.53
xxv
one of dysregulation, not of deficit; one of not doing what you know rather than of
Causes
There are several theories on the causes of ADHD. One of the reasons
looked at is heredity. Although it has not yet been proven, there is sufficient
reason for ADHD conditions. The words ‘at birth’ were highlighted because one
factor that psychologists rule out when diagnosing ADHD is the fact that the
effect of Catecholamines on people with ADHD. This led to the conclusion that
though, there was not enough evidence on the effect of the compounds to the
He examined the activity of the brain in adults with and without ADHD by
watching how the brain utilizes glucose during a continuous performing task.
The tasks used were tests that have been designed to measure ones attention to
10
DuPaul, George J. Ph.D. and Stoner, Gary, Ph.D. ADHD in the Schools: Assessment and Intervention
Strategies. USA: The Guilford Press, 1994.
xxvi
stimuli. In his study, subjects are to indicate when they heard a particular set of
tones using a push button apparatus that is hooked to a computer. The test was
childhood and were then biological parents of children with ADHD. The control
group consists of adults who do not have ADHD but who shared the same
glucose consumption of the brains during the test. He found out in his study that
there is a deficit in glucose uptake in the brains of the subjects with ADHD than of
those who do not have ADHD. On an average, the ADHD group metabolized
glucose at rates 8 percent lower than the control group. He also found out that
reduced brain metabolism rate was more evident in the portion of the brain that is
The PET scans indicating depressed frontal lobes are consistent with the claims
others believe that there are three primary problems arising from ADHD. First
are the difficulties in sustained attentions, another is impulse control and third is
excessive activity. Others like Barkley included difficulties in following rules and
xxvii
instructions and excessive variability in their responses to situations especially
losing and misplacing things, failure to finish tasks, lost sense of direction,
disorganization and confusion. They have trouble sticking to a task for as long
as the others. Staying on activities that are repetitious and longer than usual is a
constant struggle for them. Examples of these activities are lengthy household
chores, uninteresting assignments such as those that involve research and a lot
of writing, long lectures, lengthy reading assignments on topics that are not so
Usually, children are able to bear a low stimulating task as they grow
older. However, this is not the case with children with ADHD. According to
Barkley (1995), children with ADHD will lag behind in this ability by as much as
30% or more. For example, a 10-year old boy with ADHD can have an attention
development.
Studies though show that these children do not have problems with
filtering information nor were they distractible. The only problem is their ability to
sustain attention. They tend to look away from tasks more frequently than others
and they are more readily drawn to activities that are more rewarding. This
that distractions do not seem to draw the children from their work. What really
xxviii
happens when they drop an activity unfinished is that they easily get bored with
Children with ADHD also have difficulty in controlling impulses. They find
it very difficult to wait for their turn or line up. When an anticipated activity is
postponed they badger up the adults and the act can seem to be very self-
centered and demanding but actually, those behaviors surface because they
have problems with holding back their initial response a situation. Another
classic example is when they blurt out answers or hit other playmates
unintentionally thus given the character of being rude. They may act on
something else in the middle of doing another activity. They begin answering
tests or exercises without reading the directions first. They are also loud talkers
11
Hallowell, Edward M. and Ratey, John J., Answers to Distraction. (US: Bantam Books, 1994), p.31
xxix
One more remarkable manifestation of their impulsivity is their love for
shortcuts. Children with ADHD are notorious for taking shortcuts in whatever
they do. They always want to do less interesting tasks with the least effort with
Their impulsivity also shows up in greater risk taking thus exposing them
to greater danger. It is not that they don’t care about what could happen instead,
Lastly, they have a problem with too much behavior. They are often
‘squirmy, fidgety, restless’ and all the other synonymous adjectives one can ever
drumming of fingers, pacing around or playing wit anything their hands could get
hold of.
Drs. Linda Porrino, Judith Rapoport, and their colleagues at the National
measured the level of activity of these children and they found out that there is a
significant difference in activity levels between boys with ADHD and those who
Barkley, however, corrects the use of terms in this case. He stated that
the term ‘hyperactive’ fails to explain the cause of the behavior. He said that
these children don’t simply just move around, instead they behave too much
meaning they tend to be more responsive to their environment than their non-
impulsivity and the hyperactivity are now seen as part of an underlying problem-
xxx
their being hyperresponsive or inability to inhibit behavior or response to the
environment.
One of the most publicized and hotly debated issues these days is the
treatment. Several factors cause the hesitation. For parents, they do not want to
‘drug’ their child. Adults on the other hand feel that they can get through the
disorder without medical aid. Sometimes they feel embarrassed because they
feel that they are sort of admitting a weakness once they try medication.
Whatever the reason may be, one thing has to be kept in mind: one should
never take any medication until he or she feels that he or she has learned
all he or she needs to know about it and he or she feels comfortable with
In the first place, one is never obliged to take medication especially when
one does not fully understand the benefits and the risks involved. What too often
happens though is that one decides against medication on the basis of hearsay,
superstition, or gut feeling and not on scientific basis. For example, there have
been rumors going around about the use of Ritalin saying that the drug makes
the individual addicted and eventually crazy. The fact is, when used properly,
Ritalin and all the other drugs are safe and effective.
xxxi
Barkley with George J. DuPaul, Ph.D, and Anthony Costello, M.D. stated
five myths about the medication of ADHD and refute each of them.
decline in the prescribing of this medication. However since 1990, the trends
were reversed despite the controversy. Since then, physicians require the
parents to sign a consent form not because the drug is dangerous but because
they feel the need to protect themselves from threats of malpractice lawsuits.
The consent form contains up-to-date information on the possible side effects of
read the information thoroughly and clarify matters that may seem confusing.
Deal Directly with the Root Cause of the Child’s ADHD. This is simply false.
Stimulants deal directly with the underactive part of the brain, stimulates it thus,
and restlessness.
Addictive. While this may be true to adults, this is rare in children. So far, there
has not been any report of drug dependence and an increased risk of abusing
Use is Strictly Limited by Age. Studies in the early 70s suggest that stimulants
xxxii
can affect their growth adversely but recent studies show that weight and height
loss are very minimal during the early years of treatment. Any loss in weight and
contrary, stimulants can be used until adulthood. The theory that stimulants are
sufficient study.12
areas of the brain that these stimulants activate are the areas responsible for
it, “they increase the braking power of the brain over behavior.”
act, inner feeling of chaos, hopping from topic to topic and difficulty in prioritizing.
focused and the negative behaviors are kept under control. This can bring about
Definitely, there can be side effects upon using these drugs but through
the course of study of many physicians, these occur minimally. Should any of the
12
Barkley, Russell Ph. D. Taking Charge of ADHD. The Complete and Authoritative Guide for Parents.
(New York: The Guilford Press, 1995.) p.252-253.
xxxiii
side effects become bothersome, they will likely go away when medication stops.
Some of the common side effects are Decrease in appetite, increased heart rate
and blood pressure, increased brain electrical activity, insomnia and nervous tics.
primarily to treat children with ADHD when they have not shown a good response
history of experiencing seizures or have had a serious head injury or some other
addressed by giving the child some sugar-free gum to chew. Adjusting the diet to
high blood pressure in adults. When used with ADHD, it appears to minimize
hyperactivity and impulsivity. However, most children using this medicine were
usually lasts till the fourth week of the treatment. There can also be a mild drop
in the child’s blood pressure. Some cases show that children experience
nausea, headaches, stomachaches and even vomiting. Doctors warn that the
medicine should not be stopped abruptly if any of these side effects occur
xxxiv
because the child may experience sudden elevation of blood pressure, agitation
A guideline for the facts that one should know before they agree to a
Figure 1
1. What are the effects, and side effects, both short-term and long-term, of this
particular medication?
2. What doses shall be used, and by what schedule should they be given?
3. How often should you see my child for reevaluation while he or she is taking
this medication?
4. When should the medicine be stopped briefly to see if it is still required for
treatment of ADHD?
5. Are there foods, beverages, or other substances that my child should not
consume while taking this medication because they will interfere with its
effects in the body?
6. Will you be in contact with the school periodically to determine how my child
is responding to the medication in that environment, or am I expected to do
that?
7. If the child accidentally takes an overdose of the medication, what
procedures should I follow?
8. Do you have a fact sheet about the medication that I can have to read?
Note: the questions were stated assuming that the parent is the one asking
Reference: Barkley, Russell Ph. D. Taking Charge of ADHD. The Complete and Authoritative
Guide for Parents. p.250
The related literature and studies included in this research were selected
teachers have about ADHD nowadays. These will also serve as the framework
awareness as reflected in the works of Hallowell and Ratey and Corbett revealed
xxxv
Hypotheses
xxxvi
Chapter III
Methodology
Respondents
Ligas Elementary School in Quezon City. There were fifty (50) regular teachers
Research Design
xxxvii
The research is conducted to test the level of awareness of public school
teachers have nowadays as well as their willingness to accept a child with ADHD
Method
character traits, diagnosis and treatment and teaching strategies was given to the
respondents of which they shall classify whether true or false. Six questions to
be answered subjectively were also included. These will determine the teachers’
xxxviii
Chapter IV
Presentation, Analysis and Interpretation of
Data
The following are the results of the conducted survey. All in all, there were
xxxix
Table 1 shows the different media from which one may have heard a thing
or two about ADHD. The respondents were allowed to mark all items that apply
The media is already arranged in order from the most frequently used to
the least used source. Based on the data, television and experience contributes
classroom discussion and books, items of which are most credible sources of
teachers may have about ADHD. The statements all through out the survey are
false, therefore, the more ‘false’ answers, the more aware are the teachers of
ADHD. The mean and median for every cluster of misconceptions are already
calculated.
xl
Statement True False No Answer
1. ADHD is an illness that has a life-long
17 5 2
implications
2. ADHD does not exist in adults. 3 19 2
3. ADHD makes children incapable of paying
attention that is why 17 6 1
it is called attention deficit disorder..
4. ADHD is classified as a learning disability. 20 3 1
5. Having ADHD means being a slow learner or
8 14 2
retarded.
6. ADHD is a curable disease. 17 5 2
7. ADHD is contagious. 1 21 2
8. ADHD is a form of insanity* 5 15 3
TOTAL 88 88 15
*one of the respondents marked both true and false boxes in this item
Mean = 11
Median = 10
From the above data, it is evident that the teachers are considerably
misinformed about the nature of ADHD. It shows that only 46% of the total
A look at Table 3 below shows the top three items that the respondents
It appears from the above results that about 75% of the teachers are
aware of the fact that ADHD is not a disease or a psychiatric disorder that only
xli
children can have. However, there is still a considerable number of respondents
teachers or 66% of the total respondents have incorrect ideas about ADHD.
xlii
The results shown in the table indicates that only 27.5% are considerably
well informed on what and what does NOT cause ADHD. It is also evident that
the respondents place the blame on substance abuse and environmental factors.
problems.
Table 6 below will exhibit the top three items that teachers know best to be
false.
Top Three Items Respondents Know to be False
About the Cause of ADHD
Table 6
Correct
Rank Statement
Answers
High sugar, food coloring, additives etc. intake and elevated
1 11
lead levels can cause ADHD.
2 ADHD is caused by poor instruction. 10
3 Poor parenting causes ADHD 8
Mean = 9.667
The results show that only 40.25% of the respondents know that food
intake as well as external factors like teaching methods and parenting hardly
causes ADHD.
The next set of misconceptions shown in Table 7 covers the differing ideas
xliii
26. People with ADHD cannot distinguish reality from
8 14 2
fiction
TOTAL 76 105 11
Mean = 13.125
Median = 13
Based on the data presented above, it can be concluded that 55% of the
respondents are conscious of the different characteristics that define a child with
ADHD. Notice also that most teachers associate hard headedness with ADHD.
It appears therefore that teachers understand the fact that children with
ADHD are very much like their non-ADHD peers and are able to excel
xliv
29. Psychiatrists are the only ones to diagnose an
9 14 1
individual
30. Children with ADHD should take medicines** 8 9 6
31. There is no need for a second opinion regarding
3 20 1
the diagnosis of the first examining doctor.
TOTAL 38 71 10
**one respondent answered ‘it depends’
Mean = 14.2
Median = 14
diagnosis as shown by their responses on items 28 and 31. Also, they prove to
be misinformed about who should do the diagnosis. Like most people think, they
majority of the sample feel that teachers are qualified to diagnose ADHD.
The next table, Table 11 will give an overview on how aware teachers are
on the teaching techniques that work with students who have ADHD.
xlv
ADHD
36. Teachers should not be informed if the child has
3 20 1
ADHD.
37. Children with ADHD should not be accepted in
6 16 2
public schools
38. Students with ADHD should always be
8 12 4
mainstreamed
39. Detention and suspension are the proper
punishments 1 20 3
for children with ADHD.
TOTAL 57 112 23
Mean = 14
Median = 13.5
Based on the details above, it is very evident that the teachers are not well
equipped with information regarding the different ways to handle students with
ADHD. The group was also divided between whether to adopt inclusion or
Table 12 below summarizes the result to the top three correctly answered
items.
xlvi
The last part of the survey includes an essay type of test where the
The table above shows that very few of the respondents have had the
opportunity to experience teaching a child with ADHD. Also, note that a number
of respondents did not answer this part of the survey. On the other hand, 14 out
of 24 respondents admitted that public school teachers are not well informed
about ADHD. Some of them even wrote comments on the survey form that
issues on education.
xlvii
Distribution of Answers on Misconceptions
on ADHD in General
Table 14
Sectiion True False No Answer
I. Definition of ADHD 88 88 15
II. Causes of ADHD 161 66 13
III. Defining characteristics of ADHD 76 105 11
IV. Diagnosis and treatment of ADHD 38 71 10
V. Teaching strategies for managing ADHD 57 112 23
TOTAL 420 442 72
Percent rate compared to the perfect score 44.87% 47.22% 7.69%
*****note that there were two answers that were not in the choices given
From the above data, it can be concluded that teachers are relatively at
the borderline between being aware and unaware of the different aspects of
true.
xlviii
Chapter V
Summary, Implications, Conclusions and
Recommendations
xlix
Summary of Findings
cited to be true. When the questions were segmented, it turns out that most of
the misconceptions are about the causes of ADHD. Only 27.5 % of the
substance abuse and sociological factors cause ADHD. On the other hand, two
sections of the survey have the highest means of 14.2 and 14- teaching
of information about the disorder and they themselves suggested that seminars
expressed the willingness to include a child with ADHD in the regular class while
Conclusions
shows that public school teachers have a lot of misconceptions about Attention-
l
Deficit / Hyperactivity Disorder because more than half of the sample believe that
most of the statements that were presented to them are true for ADHD. Most of
them believe that ADHD is a curable illness that can be managed with proper
ADHD.
The average respondents who are considered aware of the fallacy of the
presented statements in every section of the survey are low and almost always in
the middle-significant enough to conclude that majority of the sample are still
view of what ADHD really is all about. Acquisition of accurate and up to date
knowledge on ADHD is the only way to straighten up the wrong ideas that the
Recommendations
Based on the results of the study, the researchers propose the following:
1) Inform and educate the teachers and the rest of the school about ADHD.
It is understandable that many teachers are not yet familiar with the
is greater risk in the school and teaching personnel not knowing what
li
Educating the teachers may include conduction of seminars and
workshops for the faculty and staff of the school. It is a good idea to
2) Books are also the best sources of reliable information. Take time to
read. Television and all the other ‘modern’ media indeed make it easy for
be careful about what one sees and hears. Be critical of the sources of
the information you receive. Believe only those that are scientifically
3) Establish an ADHD program in the school. It may cost the school quite a
4) Educate the parents. Problems arise when one party does not
important.
lii
5) Educate the students. Take time to explain what the disorder is so that
when the need to accommodate a child with ADHD in the class comes,
ADHD Program in your school once the program is set up. Research
liii
Bibliography
Barkley, Russell, PhD. Taking Charge of ADHD. The Complete, Authoritative Guide For
Parents. New York: The Guilford Press, 1995.
Booth, Tony, ed. Learning For All 1. Curricula for Diversity in Education. Routledge,
London: Chapman and Hall Inc.,1992.
Boyles, Nancy, M.Ed., and Contadino, Darlene, M.S.W. Parenting a Child With ADHD.
USA: 1999.
DuPaul, George J. Ph.D., and Stoner, Gary, Ph.D. ADHD in the Schools: Assessment
and Intervention Strategies. USA: The Guilford Press, 1994.
Guyer, Barbara P., ed. ADHD Achieving Success in School and in Life. USA: Allyn and
Beacon, A Pearson Education Company, 2000.
Hallowell, Edward M., MD and Ratey, John J., MD. Driven to Distraction. Recognizing
and Coping with ADHD from Childhood to Adulthood. New York: Touchstone,
1994.
Hallowell, Edward M., MD and Ratey, John J., MD. Answers to Distraction.
USA: Bantam Books, 1994.
National Council for the Welfare of Disabled Persons. Magna Carta for Disabled
Persons and its Implementing Rules and Regulations (Republic Act No. 7277).
An Act Providing for the Rehabilitation, Self-Development and Self-Reliance of
Disabled Persons and Their Integration into the Mainstream of Society and for
Other Purposes. Quezon City: Regan Printers, 1995.
liv
Appendices
lv
A1 First Draft of Questionnaire
Good day! There is a great movement in our current education system these days and
one of the most popular changes that we are having is the immersion and acceptance of children
with developmental delays both in the private and public schools. Because of this, I, a student
taking up EDRE 101 (Educational Research and Evaluation) would like to know how informed are
the teachers in the public school on the developmental delays particularly on Attention Deficit with
or without Hyperactivity Disorder (ADHD).
Kindly answer the questions as honestly as possible. I assure you that this will be held
confidential. Thank you very much for your cooperation.
---------------------------------------------------------------------------------------------------------------------------------
------
• How did you come to know about ADHD? Please mark the ones that apply to you.
____ Television ____ Radio ____ Magazines
____ Books ____ Doctor ____ College
classroom discussion
____ Seminar ____ Personal Experience ____ Friends
____ Others (pls. specify)
___________________________________________________________
lvi
because they can either build the child’s confidence up
or ruin it.
5. ADHD is an illness.
6. ADHD does not exist in adults.
7. Children with ADHD are not capable of paying attention
that is why it is called ‘attention deficit disorder’.
Statement True False
8. Learning disabilities is also ADHD.
9. It is only fair to give a child with ADHD more time
in answering tests.
10. Children with ADHD should take proper medication.
11. A developmental pediatrician should diagnose ADHD.
12. Children with ADHD should all attend the special school.
13. Mainstreaming and inclusion should be practiced
in public schools.
14. Children with ADHD are aggressive and hostile.
15. ADHD is caused by poor instruction.
16. Children with ADHD should not be allowed in public schools.
17. Having ADHD means one is a slow-learner or retarded.
18. Public school teachers need more training in handling
children with ADHD.
19. High sugar, food coloring, additives etc. intake and
elevated lead levels can cause ADHD.
20. Teachers should be informed if the child has ADHD.
21. Brain injury and heredity causes ADHD.
22. The Department of Education provides guidelines
for the accommodation of children with ADHD
in the public schools.
23. Sociological / psychological problems can
bring about ADHD.
24. Smoking and alcohol consumption during pregnancy
cause ADHD.
25. ADHD is a curable disease.
26. Children with ADHD can excel academically.
27. ADHD can be contagious.
28. Children with ADHD are often creative.
29. Children with ADHD has a relative lack of inhibition.
30. Detention and suspension are the proper punishments
for children with ADHD.
lvii
• If no, would you accept a child with ADHD in your class? Why or why not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• How did you manage a child with ADHD in the class? (use the back page if necessary)
_______________________________________________________________________
_______________________________________________________________________
• Would you rather be informed or not by the parent if the child has ADHD? Why or why not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• Do you think that public school teachers are well-informed and fully aware on ADHD? Why or
why not?
_______________________________________________________________________
_______________________________________________________________________
• Suggestions or comments
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
---------------------------------------------------------------------------------------------------------------------------------
Thank you very much for the time!
lviii
A2 Approved questionnaire
Good day! There is a great movement in our current education system these days and
one of the most popular changes that we are having is the immersion and acceptance of children
with developmental delays both in the private and public schools. Because of this we, student
taking up EDRE 101 (Educational Research and Evaluation), would like to know how informed
are the teachers in the public school on the developmental delays particularly on Attention Deficit
with or without Hyperactivity Disorder (ADHD).
Kindly answer the questions as honestly as possible. We assure you that this will be held
confidential. Thank you very much for your cooperation.
---------------------------------------------------------------------------------------------------------------------------------
------
• How did you come to know about ADHD? Please mark the ones that apply to you.
____ Television ____ Radio ____ Magazines
____ Books ____ Doctor ____ College
classroom discussion
____ Seminar ____ Personal Experience ____ Friends
____ Others (pls. specify) ________________________________________________________
lix
5. Having ADHD means being a slow learner or retarded.
6. ADHD is a curable disease.
7. ADHD is contagious.
8. ADHD is a form of insanity
lx
35. Inclusion should be practiced for students with ADHD
36. Teachers should not be informed if the child has ADHD.
37. Children with ADHD should not be accepted in public schools
38. Students with ADHD should always be mainstreamed
39. Detention and suspension are the proper punishments
for children with ADHD.
• Have you ever experienced teaching a child with ADHD? ___ yes ___ no
• If no, would you accept a child with ADHD in your class? Why or why not?
______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
• If yes, how did you manage a child with ADHD in the class? (use the back page if necessary)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
• Would you rather be informed or not by the parent if the child has ADHD? Why or why not?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
• Do you think that public school teachers are well-informed and fully aware on ADHD? Why or
why not?
_______________________________________________________________________
_______________________________________________________________________
---------------------------------------------------------------------------------------------------------------------------------
Thank you very much for the time!
lxi
A3 Letter asking for permission to conduct a survey at Krus na
Ligas Elementary School
To:
Principal
Guitnang Bayan Elementary School
Sta. Ana, San Mateo, Rizal
Dear ma’am;
This is to introduce Ms. Jenny C. Paguyo, a student of EDRE 101: Educational Research
and Evaluation at the University of the Philippines, Diliman. In partial fulfillment of the
requirements of the subject, she is tasked to conduct a research related to herr area of
concentration. In connection with this, she would like to ask your permission to carry out a survey
in your school.
I assure you that all personal information will be held confidential and a copy of the output
will be given upon request.
Sincerely yours,
lxii
lxiii
A4
NOTE: Consider a criterion met only if the behavior is considerably more frequent than that of most
people of the same mental age.
(1) six (or more) of the following symptoms of inattention have persisted for at least 6
months to a degree that is maladaptive and inconsistent with developmental level
Inattention:
(a) often fails to give close attention to details or makes careless mistakes in
schoolwork, work, or other activities
(b) often has difficulty sustaining attention in tasks or play activities
(c) often does not seem to listen when spoken to directly
(d) often does not follow through on instructions and fails to finish schoolwork,
chores and duties in the workplace (not due to oppositional behavior or failure
to understand instructions)
(e) often has difficulty organizing tasks and activities
(f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained
mental effort (such as schoolwork or homework)
(g) often loses things necessary for tasks or activities (e.g. toys, school
assignments, pencils, books or tools)
(h) is often distracted by extraneous stimuli
(i) is often forgetful in daily activities
(2) six (or more) of the following symptoms of hyperactivity-impulsivity have persisted
for at least 6 months to a degree that is maladaptive and inconsistent with
developmental level
Hyperactivity:
(a) often fidgets with hands or feet or squirms in seat
(b) often leaves seat in classroom or in other situations in which remaining seated
is expected
B. often runs about and climbs excessively I situations in which it is inappropriate (in
adolescents or adults, may be limited to subjected feelings of restlessness)
(d) often has difficulty playing or engaging in leisure activities quietly
(e) is often “on the go” or often acts as if “driven by a motor”
( f) often talks excessively
Impulsivity
(g) often blurts out answers before questions have been completed
(h) often has difficulty awaiting turn
( i) often interrupts or intrudes on others (e.g. butts into conversations or games
C. Some impairment from the symptoms is present in two or more settings (e.g. at school [or
work] and at home).
lxiv
A5 Eight Principles on Managing ADD
Of principle number 8, Dr. Barkley writes, “This is the most important but
often the most difficult guideline to implement consistently in daily life.”13
13
Hallowell, Edward M. and Ratey, John J., Answers to Distraction. (US: Bantam Books, 1994), pp.50-51
lxv