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Dyslexia and Traumatic Experiences

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Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami

This book focuses on dyslexia and traumatic experiences. It strives towards fostering a scientific exchange that promotes emergence of synergy effects and real progress in the understanding of dyslexia, psychological trauma, and stress experiences, as well as special methodological problems of qualitative research. The international and interdisciplinary team includes authors from Indonesia, Sri Lanka, Morocco, Sudan, South Africa, South Korea, Iran, China, Portugal, and Germany. The main topics of the book relate to dyslexia with some new perspectives on this old phenomenon, to traumatic experiences, to intervention methods and to some special methodical problems, particularly in qualitative research methods.
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Yumi Lee & Thérèse Thuemler - A Content-analysis of Korean and German Teachers’ Perception and Belief regarding Students with ADHD: A Comparison with US Findings

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Yumi Lee1 & Thérèse Thuemler2

1 University of Leipzig, Germany

2 Martin Luther University Halle-Wittenberg, Germany

A Content-analysis of Korean and German Teachers’ Perception and Belief regarding Students with ADHD: A Comparison with US Findings

Abstract. The purpose of this study was to understand Korean and German teachers’ perceptions and beliefs regarding children with ADHD and to make a comparison with two previous US studies (Blume-D’Ausilio, 2005; Whitworth, Fossler, & Harbin, 1997). Two open-ended statements were adapted from a study conducted by Whitworth et al. (1997). A content-analysis was used to analyze a total of 240 Korean and 104 German primary school teachers who had previously taught children with ADHD. Teachers’ responses were thoroughly reviewed and coded. Triangulation method was used for validity and the differently classified responses were re-evaluated and appropriately modified. Both Korean and German teachers’ perceptions were similar, which are noticeably different to those from two US studies. Regarding teachers’ beliefs, three countries showed similar findings. Comparison of these findings suggests that ADHD Management Manual should be developed based on specific cultural context. It could help teachers not only to understand the student with ADHD but also to establish the confidence to manage the student with ADHD. Additional research for pre-service teachers also needs to be explored in order to establish successful management of the student with ADHD when they become a teacher.

Keywords: ADHD, culture, primary school, open-ended statement, triangulation method...

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