The training of educators in this area is of direct benefit to students with ADHD and their families. Furthermore the knowledge teachers have about ADHD is also the source of ever greater interest among scientists as they are actors with a key role in the development of the condition. Despite this greater ease of access to information, various studies have shown that teachers’ knowledge of ADHD could be improved.
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Neither are teachers free from the tendency to attribute ADHD to too many children in spite of having greater possibilities of obtaining more reliable information about ADHD either through professional articles and books, training courses or other professionals at their schools that work with pupils with ADHD, etc. The readiness with which children are labeled as having ADHD is surely due, in part, to the lack of information about the various factors apart from ADHD, that cause lack of attention, hyperactivity and/or impulsiveness. As indicated by Lavigne and Romero, interest in this condition is such that it has breached the boundaries of academic research and study and has become a social phenomenon in itself, to such an extent that any child who shows a certain degree of activity, who does not remain seated and quiet for hours and does not instantly obey each and every instruction he or she receives is immediately suspected of having ADHD. The interest in the study of ADHD in the scientific community is undeniable, as proved by the multitude of articles and books on the subject published annually. It is a severe disorder that can cause grave problems for sufferers and those around them.
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ADHD is currently one of most widely studied neuro-developmental disorders in children and adolescents.