RECOMMENDATIONS

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]).

 All schools should have copies of all relevant inclusive policy documents, especially the amendments made to the National Education Policy Act No. 27 (1996) in 2014.

Annexure C of this Act was published during May 2014 in the Government Gazette, approving amendments to the conduct, administration and management of examinations and assessments. All stakeholders (principals, teachers and parents in particular) should be informed about these documents.

 Training of teachers should focus on differentiated teaching and methods of assessment as well as concessions outlined in the above Act to support all learners who experience barriers to learning.

 Regular training on the management of learners with barriers, in particular ADHD, is crucial. I recommend that a training programme be drafted on an annual basis, outlining specific dates for training on different aspects of learning barriers. The training schedule should be forwarded to schools at the beginning of each academic year. The dates should be strictly adhered to and the commitment of all stakeholders is important.

 Special needs intervention (support teaching classes - the former ‘remedial’ system) should be re-instated in schools. This should not be seen as a violation of inclusive strategies, but rather as much needed support to both teachers and learners. Fully functioning Departmental Education Support Centres where ADHD learners can be referred to for specialist therapy and assistance, should be established.

 A close working relationship between all schools and the respective Subject Advisors and other officials from the DoE, should be established. This is crucial for rural and disadvantaged schools where a substantial lack of support was identified in my study. District officials should make an effort to engage with these schools by means of regular visits and consistent support.

5.6.2 The role of the teacher in addressing ADHD in the classroom

The role of the teacher in supporting and assisting all learners who experience barriers to learning cannot be overemphasised. Teachers play a pivotal role in observing and identifying children in their classrooms who exhibit ADHD behaviour, and in devising an appropriate management plan. Based on the findings of my study, the following recommendations are made with the aim of helping teachers to manage disruptive behaviour and assist ADHD learners in their overall development.

5.6.2.1 Teacher attitude

Teachers should be flexible and willing to accommodate the needs of these learners. It might be necessary to make environmental changes (such us seating arrangements), resulting in a less frustrating classroom environment for both teacher and learner. A commitment to acquire knowledge of ADHD and related barriers may assist them in better understanding the condition. This will ensure a supportive relationship between teacher and learner. While they require patience and support, focusing on their positive traits and rewarding positive behaviour may alleviate frustration.

5.6.2.2 Seating arrangements

Sensible seating arrangements can lower the frustration levels of both learners and teachers. Learners should be seated close to the teacher or next to model learners with sound learning habits. Furthermore, the ADHD learner should be seated away from windows and the classroom door as these may cause distractions. Physical obstructions between the teacher and the learner should be minimised so that the learner can be reached quickly and easily when necessary. Eye contact with the learner is also very important as it enables the teacher to notice inattention and other unwanted behaviour immediately.

5.6.2.3 An organised environment

Very specific class rules are important, but it is recommended that the teacher should refrain from implementing a behaviour management system that focuses on negative reinforcement. At the beginning of each year the teacher should inform learners about the rules and procedures of the classroom, e.g. what they should do when they finish their work early or what to do when they need clarification on an instruction. The noise levels in the class should also be controlled because it may encourage poor attention and hyperactivity.

Verbal instructions must be brief and simple and learners must at all times feel free to ask questions.

5.6.2.4 Dealing with inattention and self-management

Clear instructions and directions are important. Follow up should be done by asking questions such as “What must you do?” or “How will you complete this assignment?”. It will be of great help if the teacher breaks up instructions and tasks in smaller chunks at a time, especially during the teaching phase. This will assist learners who have difficulties in following multi-step directions due to distractibility and short-term memory deficits.

5.6.2.5 Dealing with disruptive behaviours

Since these learners tend to fiddle or play with pencils an acceptable alternative could be provided, such as a stress ball to squeeze or a yoga ball to sit on. Furthermore, Foundation Phase learners typically want to please their teachers and verbal reinforcement of appropriate behaviour can be used to the teacher’s advantage to encourage positive behaviour. It may also be useful to recognise a learner’s effort in improving their behaviour, even if the target behaviour has not been perfected yet.