CONCLUSIONS FROM THE EMPIRICAL INVESTIGATION

In order to better understand the condition, six models of ADHD were studied (Section 2.10). According to the Conceptual model (Section 2.10.1) and the Medical model (Section 2.10.6) maladjustment or mental illness are responsible for the negative behaviour in ADHD children, and it is proposed that they be referred to health agencies for treatment and rehabilitation (Section 2.10.6). This view is inconsistent with the Ecological model (Section 3.2.5) which proposes that there are levels of interacting systems resulting in change, growth and development of the individual. In the field of inclusive education, this model has much relevance in emphasising the interaction between the learner’s development and the systems operating within his/her social context. Similarly, the Cognitive Energetic model (Section 2.10.4) propagates that the ADHD learner may experience deficits in areas such as activation and effort. This seemingly stems from their psycho-physiologically under-arousal in the classroom. These two models can be useful in understanding classrooms, schools, learners and families by viewing them as multi-level interrelated systems.

After studying both the Brown Model of ADHD (Section 2.10.3) and Barkley’s Model of ADHD (Section 2.10.2) it emerged that the ADHD learner typically lacks internal motivation and consequently struggles to sustain goal-directed behaviour. These models assert that certain executive functions in ADHD learners’, for example working memory, are malfunctioning. As a teacher and mother of an ADHD child, I believe that these two models describe the condition, particularly the ADHD child’s behaviour, most accurately and may promote a better understanding amongst teachers and help them to foster empathy towards these learners.

5.5.1 Teacher knowledge and training

Data from the interviews with teachers revealed that a general understanding of the term

‘ADHD’ exists (Section 4.3.2.1). However, this does not apply to School C (rural school) where a total lack of knowledge was evident. Although several participants indicated that it is difficult for a teacher to identify the different types of ADHD, all of them were able to identify typical ADHD related behaviours, except School C. It transpired that teachers with more teaching experience are better able to identify the types, but a substantial lack of knowledge about the management of ADHD in the classroom setting was apparent.

Contrary to the information presented by the Subject Advisor from the DoE who indicated that training on the management of learning barriers, including ADHD, was provided to all schools in the Lejweleputswa District (Section 4.2.3.1), all teachers were in agreement that they never received any training. The majority of the participants indicated that they obtained their knowledge and management of ADHD by means of informal research and via colleagues.

5.5.2 Prevalence of ADHD

In view of the fact that the Subject Advisor from the DoE personally made several referrals for concessions during a single year, it is evident that ADHD is a reality in the Foundation Phase within the Lejweleputswa District. The data revealed that the prevalence of ADHD tends to increase (Section 4.3.2.2) and participants from the majority of schools indicated that they have at least one ADHD learner in their classroom at any given stage (Section 4.3.2.2.). Furthermore, many participants suspected that there might be cases where ADHD learners have not been identified. From the list of ADHD related behaviours as discussed in Section 4.4.2.3, it became evident that some of these behaviours are also displayed by non- ADHD learners, hence my view that effective management of ADHD in primary schools may benefit all learners in the classroom.

5.5.3 The impact of ADHD

Data from the interviews confirmed that the most common impact factors associated with ADHD learners in the classroom (Section 4.3.2.3.) are disruption of classes, distraction of other learners, experiencing of negative attitudes from their peers and causing conflict within the classroom setting. Although senior teachers from three schools (A, B and D) showed signs of empathy with the daily struggles of ADHD learners, the majority regarded their interaction with these learners as difficult, emotionally draining and demanding considerable patience (Section 4.3.2.3.). In addition, they also seem to struggle with the frustrations of overcrowded classrooms. It became clear that teachers who experience frustration tend to exclude these learners from mainstream activities in the class.

5.5.4 Support Systems in Place

Data from the focus group interviews revealed that only two schools have a good working relationship with the Subject Advisor. The majority of teachers from the other schools were quite vocal about the lack of support by the DoE (Section 4.3.2.4.). Although the majority of participants agreed that a good working relationship with parents is important, the majority of responses indicated a lack of parental cooperation. From the interviews it transpired that the majority of parents consider medication as the only solution to addressing ADHD in their children (Section 4.3.2.4.).

5.5.5 Management Strategies

The data from the interviews with both the Subject Advisor and teachers confirmed that several strategies can be applied to manage ADHD learners in the classroom. These included seating arrangements, time-out and stress balls (Section 4.3.2.5 & 4.2.4.5). Of concern were the facts that medication is considered to be the main effective treatment strategy (Section 4.3.2.5) and that a large number of participants indicated that they are too busy to apply additional strategies.

It emerged that ADHD is supported on institutional level at only two schools (Schools A and B) (Section 4.3.2.5.) by utilising the services of outside therapists and specialised teachers working closely with the internal teachers to address learning barriers. This is aimed at learners with limited financial resources, with the understanding that learners with medical aids or the financial means are referred to these therapists for treatment outside the school setting.

5.5.6 Needs

All the focus group participants indicated a need for training that focuses on ADHD and specific strategies to manage it (Section 4.3.2.6). They seemed very eager to acquire specialist skills in this regard to help limit their frustrations. Interviews with both the Subject Advisor and teachers confirmed the need for special needs intervention as well as support teaching classes to be re-instated in schools (Section 4.3.2.6). In addition, it emerged that there is a direct need for a properly functioning Education Support Centre which will be easily accessible to both teachers and learners (as was the case in the previous dispensation [Section 4.3.2.6]).