Abstract
Background: Inclusion policies require that learners with ADHD be taught in mainstream schools. For inclusion to be effective, the school personnel who are most responsible for its success must be responsive to the demands of educating learners by practicing values, beliefs, pedagogical applications, as well as assessment practices that support the needs of diverse learners within their classrooms. Such support necessitates a look at how teachers view learners with ADHD and how such views articulate into practices of support. Aim: The study aimed to provide a description of teachers understanding of ADHD, and their experiences of supporting learners with ADHD to provide a lens for lessons that can be drawn for teacher professional development...