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Classroom management of attention-deficit-hyperactivity disorder (ADHD) in learners in the Lejweleputswa district

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dc.contributor.advisor J. W. BADENHORST
dc.contributor.author Nel, Rika
dc.contributor.other Welkom: Central University of Technology, Free State : Education
dc.date.accessioned 2015-10-19T08:08:28Z
dc.date.available 2015-10-19T08:08:28Z
dc.date.issued 2014
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/11462/681
dc.description Thesis (M.Ed. (Education Management )) - Central University of Technology, Free State, 2014 en_US
dc.description.abstract In keeping with international trends in education, South Africa has embraced inclusive education which makes provision for all diverse learners with learning barriers, such as Attention Deficit/Hyperactivity Disorder, to be educated and included in the mainstream classroom. ADHD is a common disorder known to be associated with behavioural and academic difficulties, creating challenges for both teachers and learners. Putting inclusive education into practice within diverse classrooms imply that teachers have to support and teach according to a variety of needs and preferences of learners, including learners with ADHD. I believe that teachers present one of the most valuable sources of information with regard to referral and diagnosis of the disorder. They are also responsible for creating an environment that is conducive to academic, social and emotional success for children with ADHD. However, since some doubt exists as to whether teachers have the appropriate knowledge of ADHD and management skills to fulfill this important role, this research study has sought to examine and evaluate how the presence of learners with Attention Deficit Hyperactivity Disorder (ADHD) impacts upon the educational and behavioural climate of the mainstream classroom in the Foundation Phase in primary schools in the Lejwleputswa District. The study moreover addressed the knowledge levels of teachers and support systems in place at both institutional and departmental level. Analysis of the information gathered through interviews revealed that ADHD learners have a predominantly negative impact on the mainstream classroom. The study found that teachers often hold negative beliefs regarding behaviour problems exhibited by ADHD learners, tend to be pessimistic about teaching these learners, and feel that they require extra time and effort to teach them. This could be attributed to a lack of knowledge and management skills of ADHD. Furthermore, it became evident that the majority of teachers view medication as the most effective treatment strategy. Recommendations for the DoE, teachers and further study were made. en_US
dc.format.extent 2 092 552 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Welkom: Central University of Technology, Free State
dc.subject ADHD en_US
dc.subject Foundation Phase en_US
dc.subject Inclusive Education en_US
dc.subject hyperactivity en_US
dc.subject learning barriers en_US
dc.subject classroom management en_US
dc.title Classroom management of attention-deficit-hyperactivity disorder (ADHD) in learners in the Lejweleputswa district en_US
dc.type Thesis en_US
dc.rights.holder Central University of Technology, Free State

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