Conocimiento y uso de estrategias pedagógicas para estudiantes con TDAH en profesores y estudiantes de Pedagogía en Educación Media en Inglés en Chile
DOI:
https://doi.org/10.21703/rexe.v24i55.2828Keywords:
Educational Interventions, School Inclusion, Learning Difficulties, Neurodevelopmental Disorder, Executive FunctionsAbstract
The present study aims to evaluate the knowledge and use of pedagogical strategies for students with ADHD by teachers and students of English Medium Education Pedagogy in Chile. The Questionnaire of Knowledge of Pedagogical Strategies for Students with ADHD (CEPE-TDAH), based on the Canadian ADHD Practice Guidelines (CADDRA, 2018), was used. Twenty-one teachers and 44 students participated, revealing that teachers have higher knowledge and use of strategies than students (M=121.90 vs. M=113.20, p<.05). The reliability of the questionnaire was high (ω=.86) and the content validity was moderate (Aiken's V=0.53). The results suggest the need to improve ADHD training both at the teacher training stage and in professional practice. This work underscores the importance of providing effective pedagogical strategies to improve the performance and adaptation of students with ADHD in the English classroom.
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