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Because teachers are central to classroom identification and management of ADHD symptoms, the research assesses whether knowledge and attitudes differ across teacher types. Using the validated ASKAT questionnaire, results show special education teachers report higher knowledge and more positive attitudes than mainstream teachers. A knowledge–attitude correlation appears for mainstream teachers only, while gender, age, and current teaching experience with ADHD students predict both knowledge and attitudes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-do-you-know-about-adhd-a-comparison-between-mainstream-and-special-education-teachers/594267/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-do-you-know-about-adhd-a-comparison-between-mainstream-and-special-education-teachers/594267.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study compare mainstream and special education teachers’ knowledge and attitudes toward ADHD?","Question",{"text":112,"@type":113},"It measures both knowledge and attitudes toward ADHD in Israel using the validated ASKAT questionnaire and compares results across 288 mainstream and 250 special education in-service teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key differences did the study find between special education and mainstream teachers?",{"text":117,"@type":113},"Special education teachers demonstrated higher levels of ADHD knowledge and more positive attitudes compared to mainstream teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors predicted teachers’ knowledge and attitudes in the study?",{"text":121,"@type":113},"Gender, age, and current teaching experience with ADHD students were significant predictors of teachers’ knowledge and attitudes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594267,1792160540,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","What Do You Know About ADHD? A Comparison between Mainstream  \nand Special Education Teachers  \nEden Sigal  \nNufar Sukenik  \nBar Ilan University  \nAbstract: This study investigates the knowledge and attitudes toward Attention-deficit/hyperactivity disorder (ADHD) among a large cohort of mainstream and special education in-service teachers in Israel.  \nGiven the pivotal role of teachers in identifying and managing ADHD symptoms within the classroom, it is crucial to ensure they possess adequate knowledge and positive attitudes toward the disorder.  \nPrevious studies have indicated a gap in knowledge and attitudes between mainstream and special education teachers, often influenced by factors such as teacher training, personal experience, and  \ndemographic characteristics. This study addresses these gaps by  \nutilizing the well-validated ASKAT questionnaire to provide a  \ncomprehensive assessment of teachers' knowledge and attitudes toward ADHD. A total of 538 teachers participated, including 288 mainstream and 250 special education teachers. Results indicated that special education teachers demonstrated higher levels of knowledge and more positive attitudes toward ADHD compared to their mainstream counterparts. A significant positive correlation was found between knowledge and attitudes among mainstream teachers, but not among special education teachers. Additionally, demographic factors such as gender, age, and current teaching experience with ADHD students were significant predictors of teachers' knowledge and attitudes. The findings highlight the need for targeted professional development programs to enhance ADHD-related knowledge and attitudes, particularly for mainstream teachers. By identifying specific areas where mainstream teachers may lack knowledge or hold less positive attitudes, this research can inform the design of effective interventions. Ultimately, this study underscores the importance of ongoing teacher training to foster more inclusive and supportive  \neducational environments for students with ADHD.  \nKeywords: ADHD, attitudes, knowledge, mainstream teachers, special education teachers  \nIntroduction  \nAttention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders, with an estimated 5-10% of school-aged children being diagnosed. It affects both boys and girls, however during childhood boys are twice as likely to be diagnosed with ADHD than girls (13% vs 6%, respectively) (Arullapan et al., 2019 Center for Disease Control and Prevention, 2024) . The implementation of inclusion policies  \nacross numerous countries has led to a notable rise in the presence of students with ADHD in mainstream classes (Masse et al., 2022). ADHD is characterized by symptoms of inattention (difficulty concentrating and focusing), hyperactivity and impulsivity (e.g. unable to sit still, excessive talking, acting without thinking) which can significantly impact academic and social development Many people with ADHD have problems that fall into both these categories, however this is not always the case. To receive a diagnosis of ADHD, a child's behavior needs to be developmentally inappropriate, and the symptoms must manifest before the age of 12, persist for at least 6 months, occur in two or more settings, result in significant impairments in various domains (e.g., home, school, occupational, or peer settings), and not be secondary to another disorder (American Psychiatric Association, 2022) .  \nChildren with ADHD often become noticeable for their difficulties when they start school, particularly as the academic and social demands increase (Holland & Sayal, 2019; Wolraich et al., 2019) . Wolraich et al.,(2019) claim that according to the American Academy of Pediatrics, the average age of ADHD diagnosis is seven years old which aligns with the typical age of school entry at six years. However, it is important to acknowledge that many children with ADHD may have been receiving services and par","cbCailKFVALHyO8Y","https://ap.wps.com/l/cbCailKFVALHyO8Y","pdf",404042,23,"English","# Introduction\n## ADHD and Teacher Training\n# Literature Review\n# Methodology and Findings\n## ASKAT Questionnaire Results\n## Relationships and Predictors","[{\"question\":\"How does the study compare mainstream and special education teachers’ knowledge and attitudes toward ADHD?\",\"answer\":\"It measures both knowledge and attitudes toward ADHD in Israel using the validated ASKAT questionnaire and compares results across 288 mainstream and 250 special education in-service teachers.\"},{\"question\":\"What key differences did the study find between special education and mainstream teachers?\",\"answer\":\"Special education teachers demonstrated higher levels of ADHD knowledge and more positive attitudes compared to mainstream teachers.\"},{\"question\":\"Which factors predicted teachers’ knowledge and attitudes in the study?\",\"answer\":\"Gender, age, and current teaching experience with ADHD students were significant predictors of teachers’ knowledge and attitudes.\"}]","What Do You Know About ADHD? - A Comparison between Mainstream and Special Education Teachers | PDF",1792078835,58]