Abstract
Motivational strategies used by teachers in special needs (SEN) schools are challenging and must be adapted to meet the specific needs of learners. Teachers in SEN schools often struggle to find effective ways to motivate adolescents with special needs, particularly those with Attention Deficit Hyperactivity Disorder (ADHD), where extreme attention deficit behaviours are prevalent. This study explored the motivational strategies that teachers can use to assist ADHD adolescent learners in SEN schools. Using an instrumental case study research design, this qualitative study focused on four teachers from a SEN school in Gauteng province. Data were collected through in-depth semi-structured interviews comprising 15 questions, complemented by a researcher's journal. Thematic content analysis was employed to identify recurring patterns related to motivational strategies.
The findings were organised into three themes: (1) the manifestations of ADHD and their adverse effects on classroom management, (2) the influence of community and environmental context, including parental involvement, on ADHD learners' behaviour and academic progress, and (3) effective motivational strategies used by teachers to engage ADHD learners. The study's findings contribute to a deeper understanding of how tailored motivational strategies can enhance learning outcomes for adolescents with ADHD in SEN schools, emphasising the need for teacher support systems and collaborative efforts with parents and communities.
KEYWORDS
Adolescent, Attention Deficit Hyperactivity Disorder, Inclusive education, Instrumental case study research design, Motivational strategies, Operational stage, Self-determination theory, Special educational needs (SEN) school, Teachers.