CONCLUDING REMARKS

As the interviews progressed it became clear that the attitude towards, knowledge and management of ADHD was different at each school. It emerged that the attitude of the senior teachers influenced the younger teachers. The senior teachers at Schools A, B and D were positive about ADHD and influenced their peers likewise. They all seemed to have empathy with the daily struggles of the ADHD learner both inside and outside of the classroom. However, they still seem to struggle with the frustrations of overcrowded classrooms. All the participants at these three schools indicated a need for training which would focus on ADHD and particularly its management. They seemed very eager to acquire specialist skills to assist ADHD learners and limit their frustrations. Support at these schools is provided by outside therapists and special needs teachers working together with other teachers to address learning barriers.

Teachers from School E were extremely negative towards accommodating ADHD learners in their classrooms. Knowledge of ADHD and its identification varied within the group. The younger teachers seemed to be more knowledgeable and they readily discussed examples of ADHD learners they have encountered. The senior teacher at this school indicated that she had only had one ADHD learner in her entire teaching career.

School C made a disappointing impression on me. The knowledge levels regarding ADHD, identification and management were extremely low. However, it was clear that they have all encountered learners who displayed ADHD behaviour and that they were eager to attend training workshops. It seems that the teachers at this school do not receive the much needed support in addressing learning barriers.

Knowledge levels of ADHD were by and large at an average level. Some teachers were familiar with ADHD as well as the different types whereas some had no knowledge at all. A general lack of knowledge was displayed regarding management of ADHD in terms of

behavioural interventions in the classroom. Most of the teachers agreed that medication is the most effective treatment for ADHD. Teachers from school E regarded medication as an effective solution to their frustrations with the behaviour of their ADHD learners.

Contrary to the information presented by the SA who indicated that training on the management of learning barriers (including ADHD) was provided to all schools (management teams) in the Lejweleputswa District, all teachers were unanimous about the fact that they have never received any training from the DoE. This charge could arguably be laid at the door of the principals and the School Management Teams which were supposed to extend their training by the DoE to their teaching staff. Another possibility may be that teachers didn’t attend training sessions due to their negative attitudes towards inclusive education. It was also noteworthy that no mention was made of the SA visiting schools or attending SBST meetings, in fact, very few teachers mentioned the role of the SBST.

This raises serious concerns as ADHD is prevalent in all Foundation Phase classrooms.

Questions arise as to whether teachers received training or whether they chose to discount the knowledge presented to them at these workshops due to their negative attitude towards inclusive education. Another explanation for teachers denying that they received training about ADHD management might be that the training was directed at differentiated education. But then again, the SA mentioned that ADHD was specifically addressed during these training sessions. Furthermore, the DoE provided workshops regarding barriers to learning, which included ADHD, every second year. It seems then that the question remains as to why the majority of participants denied receiving such training.

At a recent Teachers Upfront seminar, Dr Tsediso Michael Makoelle of the University of Johannesburg said that “…it’s often teachers who distort what inclusive pedagogy means and who themselves are barriers to inclusion. Some teachers think it’s time consuming, it can’t be done, and that it’s only for specialist teachers in special schools” (Dale-Jones, 2014:3). He emphasised that inclusive education can be successful should teachers change their perceptions about including all learners in the classroom, irrespective of their learning barriers.

Landsberg et al. (2005) also cautions that teachers should accept responsibility for all the learners in their classroom, including those who are diagnosed with learning barriers. Pijl and Meier (1997:9) maintain that inclusive education can only be successful if teachers elicit an attitude of acceptance towards all learners. However, teachers should have sufficient support and resources to teach and assist all learners, an ideal which still remains unattained at all the participating schools.

The following table provides a detailed summary of the responses received from the focus group interviews within each theme.

Table 4.5: Summary of themes and responses from teachers

THEME RESPONSES

Knowledge and Training

Knowledge

 There was a general understanding of the terminology of ADHD

 Most of the teachers were able to identify typical ADHD related behaviours

 Disagreement on intelligence

 Teachers with more teaching experience are able to identify ADHD learners

 General lack of knowledge about management of ADHD Training

 Formal training only included a general understanding of ADHD for younger teachers

 Formal training of older teachers did not include any training on ADHD

 No formal training programme included the management of ADHD in the classroom

 No informal training was attended for the management of ADHD in the classrooms

 Informal workshops were attended where ADHD was merely mentioned

 Majority of teachers agreed that knowledge of ADHD and its management was obtained through informal research and via colleagues

 Teachers were all in agreement that they are not adequately trained to manage ADHD learners in the classroom

Prevalence of ADHD

In the classroom

 Teachers from the majority of schools indicated that they have at least one ADHD learner in their classroom

 The majority of teachers agreed that they have learners whom they suspect to have ADHD, but they have not been tested

 Teachers agree that the prevalence of ADHD tend to increase

Prevalence of typical ADHD behaviour

A list of behaviours were discussed individually (see discussion in section 4.4.2.3)

 All teachers agreed that these behaviours are present in ADHD learners

 Majority of teachers indicated that most of these behaviours were also present in non-ADHD learners

Impact of ADHD

In the classroom ADHD learners :

 often disrupt the class

 distract other learners

 experience negative attitude from other learners

 cause conflict

 can function better in normal classroom setting while on medication

On teachers’ emotional condition

The majority of teachers explained the teaching experience of ADHD learners as

 difficult

 requiring a lot of patience

 tiring

 emotionally draining

On teachers’ attitude towards learner

 Senior educators from schools A, B and D were positive and displayed compassion with ADHD learners and their learning barriers

Concerns

 Teachers raised concerns regarding their workload while having to cope with learning barriers in the classroom

Support Systems in place

DoE

 Teachers from School A have a good working relationship with the Subject Advisor

 The majority of teachers from other schools were negative about support from DoE

Institution

 Majority of schools only provide special needs education once the learner is at risk of failing academically

 Majority of teachers were negative about support provided by the school to teachers

 Teachers from the private school are supported by their institution

Parents

 Predominantly negative responses were received regarding cooperation from parents

 All teachers agree that a good working relationship is required

 Majority of parents consider medication as a solution

 Financial restraints were identified as a barrier to treatment

Management Strategies

Teachers

 Majority of teachers apply seating position as a strategy

 Medication is considered to be one of the main effective strategy

 Large number of teachers stated that they are too busy to apply extra strategies

 Individuals stated that they use time-out and stress balls Institution

 Schools A, B and D have fully functioning special education classes, but they do not function as in the past

 Learners are not provided with one-on-one sessions in special classes anymore

 Schools A and D make provision for occupational therapists twice a week, during which barriers such as ADHD are addressed

 While special classes are used for learners at risk of failing academically at the majority of schools, at some schools learners are accommodated in a special needs class, while learners experiencing barriers to learning are accommodated in remedial sessions

 ADHD learners are referred to therapists at School A and School D

Needs

 Smaller classrooms

 Training on the management of ADHD in the classroom

 Information workshops for parents

In document Classroom management of Attention-Deficit-Hyperactivity Disorder (ADHD) in learners in the Foundation Phase in the Lejweleputswa District (Page 155-160)