Abstract
This study investigated teachers’ perception on the effectiveness of self-regulation mediation in reducing ADHD symptoms. The aim of this study was to find out what teachers thought about the effectiveness of selfregulation mediation in reducing symptoms of attention deficit hyperactivity disorder (ADHD) in learners diagnosed with mild ADHD at a remedial school in Johannesburg, South Africa. This study used a qualitative approach with a descriptive case study design and an interpretive paradigm. The descriptive case study design was used to seek the insight of the teachers currently implementing the Cognitive Enrichment Approach (CEA) model. The goal of the CEA model is to teach learners how to think and learn. Four (4) teachers, one (1) remedial therapist and one (1) speech therapist from a remedial school were purposefully selected to participate in this study. This provided a unique viewpoint on teaching learners both in a classroom setting and in one-on one therapy sessions. The theoretical framework underpinning this study is Lev Vygotsky’s Zone of Proximal Development, which explores the difference between what a learner can do without support and what they can achieve with guidance, encouragement, and mediation from a skilled partner. A strong focus is put on the development of emergent cognitive functions, which are characterized via the idea of the zone of proximal development. Instruction and learning are seen as leading rather than following a child's cognitive development, according to this theory. Data collection included semi-structured interviews with teachers. Thematic content analysis was used to analyse the data. The findings of the study revealed that the educator’s perception was that self-regulation mediation was helpful for ADHD learners. However, they also believed that self-regulation methods were ineffective when used alone, and that a combination of self-regulation approaches and medication was the best option. Further support is needed for the teachers through ongoing training and the sharing of strategies that the teachers make use of in the classroom. While teachers may be aware of when a learner requires assistance with self-regulation, the goal is for the learner to become familiar with their body and be able to ask for help when needed...
M.Ed. (Educational Psychology)