Teachers' reflections on their support for learners with attention deficit hyperactivity disorder in the foundation phase.

Abstract

The purpose of this study was to explore teachers' reflections on their supporting of learners with attention deficit hyperactivity disorder (ADHD) in the Foundation Phase as well as to understand their interpretation and perspectives of the meaning of ADHD and what intervention strategies they use in dealing with these learners. The theory guiding this study was based on the ecological systems theory by Urie Bronfenbrenner (1979). This theory focuses on the interaction between the person and the environment. One needs to look at the influence on the child by not only the family but also the immediate surroundings, community networks, and cultural systems, all of which are subject to change. This study was qualitative in nature and was based on the interpretivist paradigm. It is a case study of six teachers teaching in the Foundation Phase at a remedial school in the south of Durban, KwaZulu-Natal, selected using purposive sampling. The researcher utilised semistructured interviews to explore whether the participants received support and the challenges they face in managing learners with ADHD. The study revealed that a lack of required skills to teach learners with ADHD as well as inadequate supports from the SMT, the DBST, and parents were among other challenges facing teachers who are working with learners with ADHD as reflected on by the study participants. The teachers are not suitably trained to deal with learners that have ADHD. The study recommends that the Department of Education to devise in-service programmes to assist teachers with knowledge on how to teach a learner with ADHD. The need for parental awareness or enlightenment on the need to provide emotional supports for their children with ADHD, is suggested. Undergraduate studies should include a compulsory module on special needs education. The Department of Basic Education needs to review its strategy and policy in the best interests of the learner.