Abstract
The purpose of this research was to investigate teachers’ experiences with the Screening, Identification, Assessment and Support (SIAS) tool (DBE, 2014) in assisting them with screening, identifying, assessing and supporting of learners with ADHD. The research sought to answer the following questions: What do teachers understand about ADHD? What are teachers’ experiences of learners with ADHD in the classroom? How does the SIAS tool assist teachers with screening, identifying, assessing and supporting learners with ADHD? How does the SIAS policy inform or assist teachers in implementing strategies for learners with ADHD? What strategies do teachers use to support learners with ADHD in the classroom? An interpretive generic qualitative design was employed for this research. The sample included seven teachers and two SBST members at one research site school in the South of Johannesburg. The data collection was by means of a semi-structured interview. Secondary data was obtained from a researcher who conducted semi-structured interviews with members of the SBST. This data was used as it aligned with the research and its enquiry. ..
M.Ed. (Educational Psychology)