Research Article | Open Access
Primary School Teachers' Knowledge of Remedial Teaching Strategies for Students with Attention Disorders and Hyperactivity
BOUBEKRI Leila, AICI Aziza, HAROUN Soumicha
Pages: 743-753
Abstract
This study aimed to reveal the knowledge of primary school teachers regarding therapeutic teaching strategies for students with attention disorders and hyperactivity. To achieve this, a descriptive methodology was employed, and a questionnaire was administered to a sample of 80 primary school teachers from various educational institutions in the TiziOuzou region. The results of the study indicated that the knowledge of primary school teachers about therapeutic teaching strategies for students with attention disorders and hyperactivity was moderate. Furthermore, the knowledge varied across different dimensions. Strategies related to reducing distractions, enhancing motivation, and improving listening tasks fell under the category of "I know," while strategies for improving organizational tasks, time management, and opportunities for movement and transition were classified as "I know a little
Keywords
Primary education teachers, with therapeutic teaching strategies, attention deficit and hyperactivity disorder