BACKGROUND: Given the high prevalence of approximately 5% of Attention Deficit and/or Hyperactivity Disorder in children the level of knowledge of Tyrolean educators at selected educational institutions was examined. METHODS: As part of the thesis of A. Aglan 170 questionnaires were distributed at selected Tyrolean schools from May to October 2010. The questionnaires were completed voluntarily and anonymously by educators working there and then turned in. The questionnaire consisted of 43 items and was evaluated by means of conventional statistical methods. RESULTS: 98 (58%) of the questionnaires sent out were returned. 93 questionnaires (55%) were evaluated using standard statistical methods. Teachers were well informed about generic aspects of Attention Deficit and/or Hyperactivity Disorder. Knowledge gaps could be identified regarding the underlying causes of the disorder and available treatment options. Teachers demonstrated great willingness to actively cooperate and to learn more about Attention Deficit and/or Hyperactivity Disorder through further education in order to improve the situation of all parties involved. CONCLUSIONS: Lack of knowledge was found regarding the subtopics "causes of Attention Deficit and/or Hyperactivity Disorder" and "Treatment Options". The majority of the teachers would appreciate specialized training and is willing to adapt their lessons to the requirements of children, pupils and students affected by Attention Deficit and/or Hyperactivity Disorder.
BACKGROUND: Given the high prevalence of approximately 5% of Attention Deficit and/or Hyperactivity Disorder in children the level of knowledge of Tyrolean educators at selected educational institutions was examined. METHODS: As part of the thesis of A. Aglan 170 questionnaires were distributed at selected Tyrolean schools from May to October 2010. The questionnaires were completed voluntarily and anonymously by educators working there and then turned in. The questionnaire consisted of 43 items and was evaluated by means of conventional statistical methods. RESULTS: 98 (58%) of the questionnaires sent out were returned. 93 questionnaires (55%) were evaluated using standard statistical methods. Teachers were well informed about generic aspects of Attention Deficit and/or Hyperactivity Disorder. Knowledge gaps could be identified regarding the underlying causes of the disorder and available treatment options. Teachers demonstrated great willingness to actively cooperate and to learn more about Attention Deficit and/or Hyperactivity Disorder through further education in order to improve the situation of all parties involved. CONCLUSIONS: Lack of knowledge was found regarding the subtopics "causes of Attention Deficit and/or Hyperactivity Disorder" and "Treatment Options". The majority of the teachers would appreciate specialized training and is willing to adapt their lessons to the requirements of children, pupils and students affected by Attention Deficit and/or Hyperactivity Disorder.