Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in South African classrooms. The purpose of this quantitative cross-sectional descriptive study was to explore South African teachers’ knowledge of and beliefs about ADHD and their self-reported use of instructional and behavioural classroom management strategies. While previous research examined the relationship between teachers’ knowledge of and beliefs about ADHD, less is known about the relationship between teachers’ knowledge and beliefs regarding ADHD in connection with their use of classroom management practices considered effective in teaching learners who present with ADHD. One hundred teachers across six mainstream schools within the Johannesburg province completed questionnaires measuring their knowledge of and beliefs about ADHD and their use of specific instructional and behavioural management strategies...
M.Ed. (Educational Psychology)