Abstract
The focus of this study is on Attention Deficit and Hyperactivity Disorder (ADHD) and how contextual barriers influence the provision of support for learners. The DSM 5 classifies ADHD as a neurodevelopment disorder that is a persistent pattern of inattention-impulsivity that interferes with functioning or development (APA, 2013). Klein, Damiani‐Taraba, Koster, Campbell, and Scholz (2015) indicate that about 5.9% of learners are diagnosed with ADHD, implying that there is at least one learner who might be ADHD in each classroom. This research study explored contextual barriers in supporting learners with possible ADHD in poverty stricken-areas. Learners who present with symptoms of ADHD are presently found in the mainstream classrooms. There are concerns with regards to supporting such learners in these classrooms, especially learners who come from poor communities. It is important to identify the influencing contextual barriers so that they can receive the necessary support. Bronfenbrenner’s ecological systems theory underpinned this study. The interpretive paradigm was employed as the research methodology. This study applied qualitative research methods. The focus group interviews were used to collect data in two schools located in poor communities. The participants were members of the SBST in these schools. Thematic analysis used in this research. A number of key findings were produced and concluded that lack of parental involvement and lack of educator training in supporting learners with possible ADHD are a challenge. Furthermore, the study revealed that academic prioritisation where educators prioritise to meet curriculum expectations hinders support for these learners. Financial constraints for many parents also have a negative impact for these learners who are unable to access medical attention. Another key finding was related to the stigmatisation of these learners. The stigma is generally observed at school as well as in the community where learners are labelled and subjected to negativity. The findings further indicated that lack of resources such as lack of specialist support staff, and overcrowded classrooms are a concern. These key findings served as a guide for the recommendations to be used by all stakeholders involved in inclusive education.
M.Ed. (Educational Psychology)