Perspectives of Novice Teachers to Prepare for and Work Equitably With Students With Attention-Deficit/Hyperactivity Disorder

Abstract

This qualitative, narrative study highlighted the perspectives of novice teachers regarding their preparation to educate and work with students with ADHD equitably. The problem addressed in the study was the need to understand how novice teachers are prepared to work equitably with students with ADHD. The purpose of the study was to explore the development of knowledge and classroom management skills of novice teachers that prepared them for working equitably with students with ADHD in the general education classroom. The educational equity theory guided this study in relation to the preparation of teachers to equitably educate all students. Interviews were conducted with novice teachers regarding their views on preparation during their teacher education programs and school districts. Data collected was used to understand the preparation strategies used in various programs and schools to prepare teachers to manage these students. Findings revealed that most novice teachers feel they need more preparation to educate and work with these students. Data showed that teacher education programs and school districts should include more specific preparation during coursework, fieldwork, and professional development.