Investigating Teachers’ Attitudes towards EFL Learners with Attention-Deficit/Hyperactivity Disorder (ADHD): “Bakr Ibn HAMAD” and “Mihoubi Abdelkader” Middle School Learners in Tiaret as a Case Study

Abstract

In an effort to foster inclusive educational practices and support for learners with Attention Deficit Hyperactivity Disorder (ADHD), this research study examines the attitudes of English as a Foreign Language (EFL) teachers toward learners with ADHD in Algerian middle school classrooms. It explores the manifestations of ADHD in a classroom setting, the responses of teachers toward ADHD-diagnosed learners, and the impact of teachers' interventions on these learners. The study aims to enhance teachers' comprehension of ADHD and debunk common misconceptions associated with the disorder. Its design involves interviews with a psychologist, questionnaires for teachers and learners, and classroom observations. The study's findings reveal a limited knowledge and understanding of ADHD among teachers, leading to negative attitudes and unsupportive environments for learners with ADHD. Increased engagement of learners and interest in learning was associated with positive teacher attitudes. In addition, it emphasizes the need for teacher training programs on ADHD in Algeria to overcome knowledge gaps and provide teachers with effective learning strategies that will assist pupils with ADHD. It also points out that the importance of collaboration between teachers, parents, and school staff is paramount for providing appropriate support to students with ADHD. These findings have an impact on the promotion of inclusive practices in Algerian educational settings and empathy for ADHD learners.