introduction and knowledge regarding ADHD

1. Introduction to Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is a neurodevelopmental disorder beginning in childhood and generally persisting
throughout the lifespan although, over the years, it may vary in severity and in which symptoms
are most prominent. According to Centers for Disease Control and Prevention (CDC), ADD
children are defined as being disorganized and unable to finish a task without constant guidance
from guardians as they often shift from one work to another. Sufferers seem to be easily
distracted and have a hard time following instructions. Even having conversations can be a
challenge.
An ADD child tends to daydream a lot, which makes them appearing less disruptive than those
with HI-ADHD. The symptoms of ADHD can be identified as early as the age of three, and it
may continue into adulthood. Children with ADHD are usually diagnosed between the age of
seven and 12. In teenagers, the disorder can manifest itself through rebellious outbursts and the
penchant for dangerous activities. The hyperactivity can be expressed in children by intense
running around or climbing, sometimes into dangerous situations e.g. busy streets. In both
children and adults, the hyperactivity can be expressed by fidgeting, drumming of fingers, or
repetitive tapping of feet.
Although initially regarded as a childhood condition, much evidence points to ADHD as being a
neurodevelopmental disorder that persists into adulthood although the symptoms may be
somewhat modified with age. Another diagnostic criterion is that these characteristic symptoms
must manifest themselves in at least two settings e.g. home and school or work, and must impact
negatively on functioning in social, academic or occupational areas. Persons with ADHD may
find it difficult to keep up their grades at school and academic problems are common. However,
it is to be noted that some children with ADHD still manage to do very well at school perhaps
compensating by using their high intelligence or by spending more time studying.

2. Attention Deficit Hyperactivity Disorder (ADHD) in Malaysia
Parents and teachers should know more about Attention Deficit Hyperactivity Disorder (ADHD)
so that children with this condition could get the necessary help that they need.
The Attention Deficit Disorder Association has reported ADHD as a highly prevalent disorder
estimated to be affecting 5% to 10% of children and 3% to 6% of adults worldwide. Currently
Malaysia has a prevalence rate of 3.9%. Unfortunately it is usually overlooked by many,
especially parents. With more ADHD children being enrolled in mainstream education system
instead of receiving specialized programmers, they are lacking behind their typically developed
counterparts.
“There are 184 children with ADHD reported in Sarawak, 151 of whom are in primary school
and 33 in secondary school,” Welfare, Women and Community Development Minister Datuk
Fatimah Abdullah told The Star in a recent interview. “I believe the total number of cases is
higher due to the fact that it is hard to identify those with ADHD as they look normal as like
other children,” she said.
The most common sub-type conditions observed in Malaysian children are Hyperactive-
Impulsive ADHD (HI-ADHD) but the lesser-known Inattentive ADHD/Attention Deficit
Disorder (ADD) is harder to identify.

3. Children’s behavioral management is one of the teachers’ important roles in an inclusive
classroom. According to research Malaysian primary teachers generally have negative attitudes
towards the placement of children with special educational needs in mainstream classes and they
are of the view that the structure of primary schooling will need to change in order to support the
implementation of inclusive education. Teachers should be equipped with the necessary skills to
recognize ADHD symptoms and thus, able to refer students to medical experts for confirmation.
The ‘Teachers Knowledge Regarding ADHD’ checklist was prepared and used to screen the
knowledge and understanding of the teachers about Attention Deficit Hyperactivity Disorder
(ADHD) generally. The questionnaires were distributed to 145 selected teachers in
The teachers were requested to answer 20 true or false questions related to ADHD knowledge
and facts. The results are tabulated and analyzed further in next pages.
Methodology
The motivation behind this study was to thoroughly analyze educators' learning and demeanors
with respect to ADHD. The examples are self-report poll. The initial segment decided the
demographic foundation of the educators. The second segment comprised of 20 genuine/false
inquiries concerning ADHD expected to survey instructors' general learning of the vital ideas
required in the finding and treatment of the turmoil. The outcomes showed that the specimens
had little in-administration preparing in regards to ADHD.
Notwithstanding this, most educators viewed ADHD as a substantial finding with instructive
ramifications and needed more formal preparing. While most educators welled on learning based
inquiries with respect to the etiology and instructive ramifications of the condition, numerous
still saw non-restorative treatments, for example, diets as being viable. Numerous viewed the
condition as being outgrown at youth. Altogether, just 30 % of the instructors had been included
in the conclusion and progressing observing of intercession by outside experts. The ramifications
of enhanced in-administration preparing for all experts required with youngsters with ADHD are
talked about.

4. Analysis / Results
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Series 1
Series 1