Abstract
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurological disorder that is prevalent in South Africa. The focus of this qualitative case study was to explore Foundation Phase teachers’ knowledge of ADHD and ways that teachers support learners presenting with ADHD in a classroom setting. While previous research has examined the relationship between teachers’ knowledge of and beliefs of ADHD through quantitative research, little is known about teachers’ knowledge during the Foundation Phase (Grades R–3) which is the age at which most instances of ADHD are diagnosed and this research aimed to establish Foundation Phase teacher’s knowledge about the barrier as a whole. In addition, the research also aimed to explore the supporting strategies teachers used to assist learners with ADHD in a classroom setting and whether these interventions are correctly used. Six participants from an ex-Model-C school in Johannesburg North took part in this research and were individually interviewed to determine their knowledge and understanding of ADHD, what beliefs and perceptions teachers have regarding ADHD and the classroom-based strategies they use to assist learners presenting with ADHD symptoms in reaching their full potential. A qualitative research approach within an interpretive paradigm was chosen to conduct an in-depth inquiry about the knowledge and understanding that Foundation Phase teachers have regarding ADHD and how learners are accommodated in a classroom setting. The research design used to underpin this study was a case study. This study revealed that Foundation Phase teachers were knowledgeable about the symptoms of ADHD but had a limited understanding of the diagnosis and treatment of ADHD. It was also evident that the participants in this study were unaware of the timeframe needed to monitor a learner to make a referral. This study also indicated that teachers had negative beliefs about ADHD which was due to their limited knowledge of the barrier as a whole. The study revealed that teachers had very limited knowledge on the supporting strategies that can be used to assist learners presenting with ADHD, due to a lack of exposure during their teacher training and insufficient in-service training. The study concluded that teachers were frustrated in dealing with learners presenting with ADHD as they felt that they were not doing enough and teaching large classes impacted the support given iv to children presenting with ADHD. Even though teachers may try to implement learned classroom teaching strategies, their negative beliefs impact the delivery of such strategies. Recommendations are that teachers need sufficient training to eliminate their negative beliefs and to assist learners with ADHD in a mainstream classroom, which is the embodiment of South Africa’s inclusive education system...
M.Ed. (Education)