ISSN: 2226-6348
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The effectiveness of the teaching and learning process in the classroom will be achieved if all students focus their full attention and can give a good response to the ongoing teaching and learning activities in classroom. Teachers' readiness and knowledge of Attention-Deficit/Hyperactivity Disorder (ADHD) can provide teachers with an understanding of the behavior of ADHD students in creating a conducive and optimal learning environment for ADHD students in school. This study aimed to measure the differences in the attitudes of mainstream primary school teachers towards the willingness to teach students with ADHD in their classrooms and the level of teachers’ knowledges of ADHD among students. This study uses a Systematic Literature Review (SLR) based on 10 articles that have been deliberately selected to find and evaluate the relationship between the readiness and knowledge of educators about ADHD students. The main source of this study is through the highlights of previous works obtained from the online database of Google Scholar and Scopus analyzed based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). This study provides insight into how teacher preparedness is influenced by their knowledge of ADHD students and this study can help to understand the problems and needs of mainstream school teachers who have ADHD students in their classrooms. This study proves that the willingness and knowledge of teachers is important in helping parents and students with ADHD. Further research needs to be carried out so that ADHD students will not miss out on learning and also able to provide more reference sources related to deal with ADHD students in classroom.
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In-Text Citation: (Matthew & Nasri, 2022)
To Cite this Article: Matthew, M. A., & Nasri, N. M. (2022). Teachers’ Readiness and Knowledge About ADHD Students among Mainstream School Teachers: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 11(3), 1584–1598.
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