Abstract
Managing the challenging behaviour that is reflective of ADHD symptoms is a problem faced by teachers all over the world. This study intends to explore and describe the school-based support team's ability to identify and support challenging behaviour that is reflective of the symptoms of ADHD at schools in under-resourced communities. The display of challenging which behaviour serves as a barrier to effective teaching and learning, is often as a result of undiagnosed and unsupported neurodevelopmental disorders. Unfortunately, not many educators and School Based Support Team (SBST) members have an awareness of challenging behaviour as a barrier to learning. They therefore may not know how to effectively respond to it, resulting in the implementation of harsh, punitive and oftentimes ineffective methods in response to the behaviour Since the introduction of Education White Paper 6 in South Africa, it is a strongly debated issue whether learners with challenging behaviours could be supported in a mainstream school or if placement into specialised schools should be prioritised. Against this background, the SBST members at a full-service school were interviewed to determine their understanding of ADHD in relation to learner behaviour that they found to be challenging and the processes that they implemented to support learners whose display of challenging behaviour served as a barrier to their learning. The qualitative research design of the study is located in an interpretive paradigm. Data was collected by conducting interviews, observations and analysing inclusive education policy documents. Data was analysed through open coding and three themes emerged. These themes demonstrated the SBST’s ability to identify learning barriers and behaviours that are reflective of ADHD symptoms, highlighted the multifaceted conditions that influenced the SBST’s ability to provide effective support to learners whose challenging behaviour serves as a barrier to their learning as well as identifying the support processes currently implemented for learners exhibiting challenging behaviour that is reflective of ADHD symptoms. The results indicated that the SBST fulfils a pivotal role in the alleviation of learning barriers reflecting ADHD symptoms, by applying the mandated principles of inclusive education within the school. However, the findings of the study also indicate that the teacher participants feel inadequate, inexperienced and under-resourced to support learners’ diverse needs. This perception of their abilities is a contributing factor to what they understand as acceptable procedures when supporting learners – highlighting the interrelated nature of teacher competencies and the procedures and processes implemented by the SBST to support learners’ needs. The urgent need for comprehensive in-service training and resource allocation is highlighted by the findings of this study, which informs the important recommendations for the v developmental needs of the SBST to enable them to support learners in fulfilling their potential in accordance with principles of the Inclusive Education policy and thereby uphold the constitutional human rights of all learners to quality education.
M.Ed. (Educational Psychology)