Teachers' beliefs about ADHD: A multiple case hermeneutic analysis

This thesis examined seven teachers' beliefs about Attention Deficit Hyperactivity Disorder (ADHD), the influence of their beliefs on practice, and the larger social context from which their beliefs may have developed. A qualitative case study design provided insight into the beliefs and practices of participants. With the use of a hermeneutic analysis, participants' beliefs were situated within a larger social context. Analysis of the results indicates that participants' believed ADHD was a neurobiologically based disorder. Participants also believed challenging behaviours exhibited by students with ADHD were non-volitional. Changes to curriculum content or teaching strategies were rare. Instead, participants supported treatment with stimulant medication as the main intervention. An analysis of the larger social context revealed several historical predecessors to participants' expressed beliefs about ADHD. References to ADHD in popular culture may influence the development of teachers' beliefs about ADHD. Educational implications and suggestions for future research are also discussed.