Teachers’ understanding of Attention Deficit Hyperactivity Disorder in public primary mainstream classrooms: a narrative inquiry.

Abstract

ADHD is one of the most commonly diagnosed conditions amongst children (Centers for Disease Control and Prevention, 2015). The dawning of democracy in South Africa implemented various governmental policies to promote equality, one of which is the White Paper 6, which outlines a framework for inclusive education. The implementation of inclusive education has intended that learners with learning barriers are frequently admitted in mainstream schools. Thus, mainstream teachers will find themselves teaching classes with diverse learning needs (Holtz & Lessing, 2002 & Perold et al., 2010). Hence, the role of teachers in supporting, accommodating, and assisting all learners with learning barriers, cannot be overstated. Undoubtedly, teachers play an essential role in observing, identifying, and referring learners who exhibit ADHD behaviour, for assessment. This is done so that these learners can be diagnosed and treated timeously. For this to take place, teachers are required to have a sound understanding of every aspect of ADHD. For this reason, this study explored teachers’ understanding of ADHD in public primary mainstream classrooms. Furthermore, it deciphers reasons as to why teachers have enacted understandings of ADHD, in the way that they do and it focused on how teachers can alter their understanding. The study was conducted in a primary school in Phoenix, Durban. Six participants were purposely selected for this study. This study employed the qualitative approach and an interpretive paradigm, as it is grounded in the world of lived experiences. Data was produced through the use of collages, reflective journals, and interviews. Thereafter, a narrative was developed. The Barkley’s Theory of ADHD was the theoretical framework that underpinned this study, which provided profound insights on how ADHD ought to be understood. The data produced from the participants, demonstrate that teachers possess adequate understanding of the symptoms of ADHD. The data has also shown that teachers portray a reasonable amount of understanding concerning the treatment of the disorder. The accommodation of ADHD learners is well-executed by teachers in their mainstream classrooms. However, there is a lack of understanding regarding the full diagnostic process. Moreover, teachers have enacted their understanding due to their observations and experiences of the manifestation of ADHD, in their mainstream classrooms. Notably, the data produced through this study reveals the need for professional development of teachers to acquire a better and more accurate understanding of ADHD. Whilst teachers are confronted with this challenge of embracing learners with special needs, in the mainstream schooling system, teachers showed no resentment towards these learners.