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able frame that gives the opportunity to an ADHD child to experience success (O’Regan, 2006). On the other hand, it creates a positive attitude towards the children’s educational process and it encourages their additional efforts.

TEACHER’S KNOWLEDGE AND OPINION

Teachers are in a situation to provide critical diagnostic information, since the behavioural characteristics of pupils with ADHD are mainly likely to occur in the school environment. (Schwean, et. al. 1993). Apart from the direct informational role that teachers play in the diagnosis of ADHD, they also play an indirect, yet important, role through their referrals concerning ADHD evaluations.

TEACHER’S KNOWLEDGE

Studies concerning ADHD knowledge have shown regularly that teachers hold several specific misconceptions about ADHD. A popular misconception is that ADHD symptoms are caused by, or can be modified through, dietary changes (Barbaresi & Olsen, 1998; DiBattista & Shepherd, 1993; Jerome, Gordon, & Hustler, 1994). These surveys have generally measured ADHD knowledge through a series of true–false questions about ADHD. The present study aims to determine what teachers believe incorrectly (i.e., misconceptions), and also what they do not know (i.e., lack of information). As such, the specific study will examine teachers’ knowledge and opinions of ADHD within several significant domains: symptoms of ADHD, the education treatment of ADHD, and general information about the nature, and causes of ADHD. Specifying teachers’ knowledge and misperceptions within these domains will rather lead to further efficient design and evaluation of educational interventions.

The first investigations took part in West regarding the teacher's knowledge and opinions about ADHD began the decade of the 90s. Specifically, Jerome, Gordon and Hustler in 1994 carried out a survey among 439 American and 850 Canadian teachers. Results showed an average rate of knowledge about 77% for the American teachers and 78% for the Canadian. Most of the teachers knew about the symptoms of ADHD. However, the majority incorrectly believed that sugar is responsible for ADHD.

Moreover, Sciutto, Terjesen and Frank (2000) studied 149 teachers in U.S.A. concerning their knowledge about symptoms, and general information for ADHD. According to the findings, teachers had more knowledge about symptoms, specifically 68 percent answered correct. In addition, the researchers have found out a positive correlation between the knowledge of teachers and the years of service and experiences with ADHD pupils. Also, a large percentage of teachers believed that sugar and preservatives cause symptoms of ADHD and many of them did not know if people would still confront in their adult life the symptoms of ADHD.

Moreover, Beckle (2004) by using Jerome’s, Gordon’s and Hustler’s questionnaire compared the knowledge and attitudes of 30 teachers and 40 students in Australia. The results pointed out that both teachers and students had low rates in correct responses concerning dietary habits. Ghanizadeh, Bahredar, and Moeini (2006) examined the knowledge and aspects about ADHD among elementary school teachers. The results indicated that 53.1% of the participants refer that the ADHD is “parental spo