ADHD and Inclusive Teaching: Exploring Knowledge, Self-Efficacy, and Embodied Educational Practices in Italy

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 1
  In Roundtable Session: Honoring Disability As Identity: Teaching and Teacher Education for Inclusion

Abstract

The inclusion of students with ADHD presents both challenges and opportunities. This study involved 235 Italian secondary school teachers, examining their knowledge, attitudes, training, and embodied educational practices. Results revealed low levels of ADHD knowledge, regardless of teaching experience; only 26% had received specific training. Participation in structured training was positively correlated with knowledge (r = 0.41, p < .001). Teachers reported the greatest difficulties in emotional and behavioural regulation, but felt more confident in relational and motivational aspects of their teaching. Awareness and use of embodied practices (e.g., movement-based learning, mindfulness, dramatisation) were limited but positively perceived. Findings underscore the need for integrated, neurodiversity-informed professional development to enhance teacher preparedness and foster inclusive learning environments.

Authors

• Anna Maria Mariani, Università Telematica Pegaso

• Eugenia Treglia, Università Telematica Pegaso