Ascertaining disabling perceptions using perceptual mapping: applications to teachers’ perceptions of adolescents with attention-deficit/hyperactivity disorder

Abstract

Research has demonstrated that humans form perceptions as a result of a variety of complex cognitive processes. The purpose of this pilot study is to demonstrate the potential use of perceptual mapping as a means to capture the perceptions of groups of individuals who work closely with people with disabilities and examine their perceptions in a graphic display that is understandable to the group and may be a means to help them to better recognize, understand, and ultimately alter any faulty perceptions of people with disabilities. In this case, a pilot group of 10 teachers was used to examine their perceptions of adolescents with attention-deficit/hyperactivity disorder using perceptual mapping. The pilot study offers support for perceptual mapping as an effective means to collect, organize, and convey information regarding perceptions of disability, which may be useful to facilitate a deeper understanding by those who hold flawed perceptions that can be disabling to those with whom they interact. The methodology of perceptual mapping and implications for its use are discussed.

Keywords:

• adolescence
• attention-deficit/hyperactivity disorder
• perceptual mapping
• teachers’ perceptions
• perception of disability
• perception of children

Acknowledgement

This research is based on data from the first author’s doctoral dissertation.