An exploration of the criteria used by educators in the identification of children with attention related problems.
Loading...
Date
2001
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The main purpose of this study was to determine the extent to which educators were
able to identify behavioural descriptors pertaining to Attention Deficit Hyperactivity
Disorder (ADHD) as outlined in the DSM-IV and to explore the management
strategies employed by educators in the classroom in their attempt to deal with the
disorder. The participants were 36 Foundation Phase educators (grades 1 to 3) in
the South Durban Region. An analysis of data obtained from the administration of
questionnaires to educators indicated that, although educators were able to identify
behavioural criteria descriptive of ADHD, they were unable to differentiate between
ADHD and Oppositional Defiant Disorder (ODD). They viewed the disorders as
interrelated. However, they showed insight into the difficulties experienced by ADHD
learners. This was evident in the effective classroom management practices
educators adopted to deal with these special learners. Finally, knowledge of ADHD
and qualification level appeared to have no impact on accuracy of educators' ratings.
Description
Masters Degree. University of KwaZulu-Natal, Durban.