ADHD in Lebanese Schools

This Brief addresses the causes, assessment, and treatment of ADHD in Lebanese schoolchildren. It details how the disorder is currently defined in Lebanese elementary schools and examines schoolteachers' understanding of and conceptions about ADHD across three domains: general knowledge; symptoms and diagnosis; and treatment. This concise volume presents the authors' research into Lebanese schoolteachers' knowledge of ADHD and their ability and readiness to address the psychological and academic needs of their students who have been diagnosed with the disorder. In addition, the Brief explores the teachers' ability to identify ADHD subtypes in relation to a student's gender within the Lebanese context, emphasizing the differing sociocultural expectations in the behaviors of boys and girls.Current procedures for identifying ADHD in Lebanon. Lebanese teachers' knowledge about ADHD, their misconceptions, and factors that influence their opinions. Biases toward and confusion about disorders on the basis of perceived gender differences. ADHD assessment and implementation strategies for Lebanese special education professionals.Research questions, design, and methods as well as data collection and analysis procedures used in the study. ADHD in Lebanese Schools is an essential resource for researchers, professionals and policymakers, and graduate students in such interrelated fields as school psychology, educational psychology, and social work.

Comprehensively addresses the Lebanese definition of ADHD in school-aged children Discusses ADHD subtypes in relation to student gender within the Lebanese context Emphasizes the current identification procedures for ADHD that take place in Lebanon Offers assessment strategies that Lebanese professionals may implement for students with ADHD

Auteur

Hala Berri is the Educational Coordinator of NASMA Learning and Resource Centre, working with Syrian Refugees and underprivileged children from different areas of Beirut. Ms. Berri completed her MA in Educational Psychology (with emphasis on School Guidance and Counseling), BA in Elementary Education (with emphasis on Math and Science Education) and teaching diploma in Special Education from the American University of Beirut (AUB). She led a number of educational projects and workshops sponsored by ARAMEX tackling the Syrians crises and participated in many conferences about Child Protection in Lebanon.

Anies Al-Hroub is the Chairperson of the Department of Education at the American University of Beirut. He is an Associate Professor of Education Psychology and Special Education and the coordinator of the special education program. Al-Hroub completed his Ph.D. and MPhil in Special Education (Giftedness and Learning Disabilities) from the University of Cambridge and his MA (Special Education) and BA (Psychology) from the University of Jordan. He also obtained a Higher Diploma in Learning Disabilities from Balka Applied University. He was selected as the British Academy Visiting Scholar to the Faculty of Education at the University of Cambridge in 2010. His publications appeared in leading international gifted and special education journals in addition to a book published titled 'Theories and programs of education for the gifted and talented'. Al-Hroub research interests focus on gifted and talented education, learning disabilities, dyslexia, dual-exceptionality, early childhood education, educational assessment, psychometric and dynamic assessment, guidance and counseling, metacognition and school dropout. He led a number of educational projects sponsored by UNICEF, UNRWA, the British Academy, USAID, Issam Fares Institute for Public Policy and International Affairs (IFI), and Welfare Association and served as consultant for UNESCO and the Center for Civic Engagement and Community Service (CCECS) at AUB.

Contenu
Chapter 1: Introduction to ADHD in Lebanon.- Chapter 2: Assessment, Diagnosis, and Treatment of ADHD in School-Aged Children in Lebanon.- Chapter 3: Researching Teachers Knowledge and Perceptions of ADHD.- Chapter 4: Teachers' Knowledge of ADHD and Perceptions of the Behavior of Individual Students With ADHD in Relation to Gender and Culture.- Chapter 5: Teachers' Understanding of ADHD, Their Conceptions, and Misconceptions in Relation to the Gender of Students with ADHD and Their Training Needs.