Teacher Candidates Achievements from The ADHD Vocational Elective Course

Abstract

ADHD- Attention Deficit Hyperactivity Disorder is one of the most common neurodevelopmental disorders in childhood. The number of children with ADHD increases every year. Most of the teachers working in schools and kindergartens are not educated enough to use appropriate methods while working with these students. That is the reason why some Universities included the ADHD as vocational elective course in their programs. The aim of this research is to ensure and increase the knowledge and information’s of teacher’s candidates about ADHD before their work with children. In this research we decided to analyze the effects of the ADHD as vocational elective course for the students from Canakkale 18 Mart University in Turkey. Questionnaire before and after taking the course was applied on students who attended it, in a period of three months. The group consisted 20 females, from two different departments at the Faculty of Education: Pre-school Teachers and Primary School Teachers. The implemented pre and post questionnaire contained four questions. The data were analyzed using the content analysis method and the questions were analyzed with the MAXQDA Analytics Pro 2020 program. Codes and sub-codes were created with purpose to analyze and interpret the answers given to each question through content analysis. In the research, it was seen that the conceptual learning about ADHD was increased and the teacher candidates learned what should be done about children with ADHD. Within the framework of the research results, it is recommended to make observations during the diagnosis process of the ADHD student, and to conduct practical studies for functional measures for ADHD in the classroom.

Keywords

• Teacher candidates
• ADHD course
• teacher education
• vocational elective course

Kaynakça

1. Aktaş, T. (2000). Dikkat eksikliği çeken çocukların eğitimi ve öğretmenin rolü [Education of children with attention deficit and the role of the teacher]. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 19 (2), 9- 13.
2. Abalı, O. (2012). Hiperaktivite ve Dikkat Eksikliği. [Hyperactivity and Attention Deficit] (3rd Edition). İstanbul: Adeda Publishing.
3. APA (American Psychiatric Association) (2013). Diagnostic and statistical manual of mental disorders-(5th edition) (DSM-5). Washington DC, American Psychiatric Association.
4. Aydın, H., Diler, R. S., Yurdagül, E., Uğuz, Ş. & Şeydaoğlu, G. (2006). DEHB tanılı çocukların ebeveynlerinde DEHB oranı [ADHD rate in parents of children with ADHD]. Klinik Psikiyatri, 9, 70-74.
5. Aysev, A. & Öner, P. (2002). Çocuklukta dikkat eksikliği hiperaktivite bozukluğu tanısı almış olguların ergenlik dönemindeki psikiyatrik durumlarının incelenmesi [Psychiatric status of adolescent cases who were diagnosed as attention deficit hyperactivity disorder in childhood].
6. Kriz Dergisi, 10 (2), 41- 48. Baş, T. & Akturan, U. (2008). Qualitative research methods. Ankara: Seckin Publication.
7. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (16th edition). Ankara: Pegem Akademi Publishing.
8. DSM-V-TR, APA. (2013). Diagnostic and statistical manual of mental disorders.

9. Delić, T. (2001). Poremećaj pažnje i hiperaktivnost (ADHD) [Attention Deficit and Hyperactivity Disorder (ADHD)]. Kriminologija & socijalna integracija: časopis za kriminologiju, penologiju i poremećaje u ponašanju, 9(1-2), 1-10.
10. Ersoy, A. F. (2016). Fenomenoloji. Eğitimde Nitel Araştırma Desenleri, [Phenomenology. Qualitative Research Patterns in Education] Ankara: Anı Publishing.
11. Göl, İ. & Bayık, A. (2013). İlköğretim sınıf öğretmenlerinin çocuklarda dikkat eksikliği ve hiperaktivite bozukluğunu tanıma yeterlilikleri [Competencies of primary school teachers to recognize attention deficit and hyperactivity disorder in children]. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, 6(4), 207-213.
12. Gümüş, Y. (2015). Dikkat eksikliği ve hiperaktivite bozukluğuyla (DEHB) nasıl başa çıkabilirim? [How can I deal with attention deficit hyperactivity disorder (ADHD)?] İstanbul: Nobel Medical Bookstores.
13. Holloway, I. & Wheeler, S. (1996). Qualitative Research for Nurses. Oxford:Blackwell Science Ltd.
14. Jasper, M. A. (1994). Issues in phenomenology for researchers of nursing. Journal of Advanced Nursing, 19, 309- 314.
15. Jurin, M. i Sekušak-Galešev, S. (2008). Poremećaj pozornosti s hiperaktivnošću (ADHD)-multimodalni pristup [Attention Deficit Hyperactivity Disorder (ADHD) -multimodal approach]. Paediatria Croatica, 52 (3), 195-201. Kayaalp, L. (2008). Dikkat eksikliği hiperaktivite bozukluğu [Attention Deficit Hyperactivity Disorder]. Sürekli Tıp Eğitimi Etkinlikleri Sempozyum Dizisi, 62, 147-152.
16. Kazdin, A. E., & Kazdin, A. E. (2000). Encyclopedia of psychology, 2, pp. 10517-106). Washington, DC: American Psychological Association.
17. Kanten, P., Gümüştekin, G. & Durmaz, M. G. (2018). Öfke yönetimini etkileyen öncüller: hemşireler üzerinde nitel bir araştırma [The premises that affect anger management: a qualitative research on nurses] 6. Örgütsel Davranış Kongresi Bildiriler Kitabı, Isparta, 940-950.
18. Kanay, A. (2006). Dikkat eksikliği hiperaktivite bozukluğu olan 9-13 yaş grubu ilköğretim öğrencilerinin uyumsal davranışları, benlik kavramı ve akademik başarıları arasındaki ilişkiler [Relationship between adaptive behavior, self-concept and academic achievement of 9-13 age group primary school students with attention deficit hyperactivity disorder] (Unpublished Master thesis). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir
19. Kılıç, B.G., & Şener, Ş. (2003). Dikkat eksikliği hiperaktivite bozukluğu alt gruplarında conners öğretmen ve anababa ölçeklerinin ayırıcı özellikleri [Disrimiant validation of conners teacher and parent rating scales for attention deficit hypractivity disorder subtypes]. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 10(2),50-51.
20. Kloc, B. (2017). Djeca s ADHD-om u primarnom obrazovanju [Children with ADHD in the primary education] (Doctoral dissertation), University of Zagreb, Faculty of Teacher Education.
21. Kehonjić, S. (2016). Mišljenja učitelja o učenicima s deficitom pažnje/hiperaktivnim poremećajem (ADHD)[Teachers' opinions on students with attention deficit / hyperactive disorder (ADHD)] (Doctoral dissertation, University of Rijeka. Faculty of Teacher Education in Rijeka. Section for Educational Sciences.).
22. Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Sage publications.
23. Merriam, S. B. & Tisdell, E. J. (2015). Qualitative research: A guide to design and ımplementation (Fourth Edition). San Fransisco, CA: Jossey Bass.
24. Miles, M. B. & Huberman, A. M. (2015). Nitel veri analizi. [Qualitative data analysis] (T.Ed.) Sadegül Akbaba Altun & Ali Ersoy). Ankara: Pegem Akademi Publishing.
25. Miller, S. (2003). Analysis of phenomenological data generated with children as research participants. Nurse Researcher, 10(4), 68-82. doi:10.7748/nr2003.07.10.4.68.c5908
26. Mugnaini, D., Masi, G., Brovedani, P., Chelazzi, C., Matas, M., Romagnoli, C., & Zuddas, A. (2006). Teacher reports of ADHD symptoms in Italian children at the end of first grade. European psychiatry, 21(6), 419-426. doi:10.1016/j.eurpsy.2005.04.011
27. Organisation mondiale de la santé, World Health Organization, & World Health Organization Staff. (2001). International Classification of Functioning, Disability and Health: ICF. World Health Organization.
28. Öncü, B., & Ölmez, Ş. (2004). Dikkat eksikliği ve hiperaktivite bozukluğu olan erişkinlerde nöropsikolojik bulgular [Neuropsychological findings in adults with attention deficit hyperactivity disorder]. Türk Psikiyatri Dergisi, 15(1), 41-46.
29. Özmen, S. K. (2010). Okulda dikkat eksikliği ve hiperaktivite bozukluğu (DEHB) [Attention deficit and hyperactivity disorder (ADHD) at schools]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 1-10.
30. Sürücü, Ö. (2015). Dikkat eksikliği hiperaktivite bozukluğu anne-baba öğretmen el kitabı. [ADHD Manual for Parents] İstanbul: Bilgi Publisher. Stein, D.B. 2002. Ritalin çözüm değil. [Ritalin is not a solution] İstanbul: Kuraldışı Publishing.
31. Şenol, S., İşeri, E. & Koçkar, İ.2005). Dikkat eksikliği hiperaktivite bozukluğu [Attention Deficit Hyperactivity Disorder]. Ankara: HYB Publishing.
32. Trajkovski, V. E. (2008). Medicinski osnovi na invalidnosta [Disabilities medical basis]. Filozofski fakultet, Institut za defektologija.
33. Whittemore, R., Chase, S. K. & Mandle, C. L. (2001). Validity in qualitative research. Qualitative health research, 11(4), 522-537. doi:10.1177/104973201129119299
34. Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences] (9. Expanded Printing) Ankara: Seçkin Publishing.
35. Yüksek Öğretim Kurumu (YÖK). (2018). Öğretmen yetiştirme lisans programları [Teacher training undergraduate programs]. Ankara: Ankara University Press.