EXPLORING TEACHERS’ UNDERSTANDING OF TEACHING LEARNERS WITH ADHD IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF LUSAKA, ZAMBIA

Alice Kabwe, Kenneth Kapalu Muzata, Magdalene Simalalo

Abstract


Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, which causes functional impairment. The study explored teachers’ understanding of teaching learners with ADHD in Zambian inclusive primary schools. A descriptive design supported by qualitative approaches was used. The sample size involved 18 teachers of learners with ADHD, 9 learners with ADHD, 3 administrators, and 4 officials from the Ministry of Education. Homogeneous purposive sampling was used to select participants. Data was collected using in-depth interviews, focus group discussions, and observation checklists. Qualitative data were analyzed using thematic and content analysis. The study revealed mixed views on teachers’ understanding of teaching learners with ADHD. Some teachers indicated that they adequately understood learners with ADHD due to sufficient knowledge to deal with learners, adequate training to deal with learners able to apply appropriate teaching methods, strategies, and techniques for learners, adequate exposure to handling learners, self-motivation to teach learners and ability to control the behaviours of the learners with ADHD. On the other hand, teacher participants indicated that they had limited understanding due to inadequate training in Special Education, teachers' inability to handle learners, insufficient use of appropriate teaching methods, strategies, and techniques for learners with ADHD, and their inability to control learners with ADHD. To address the challenges faced by teachers while teaching learners with ADHD, teachers employed strategies such as catch-up strategies, social and emotional support strategies, professional development strategies, and punishment strategies. The study recommends, upgrading teachers understanding and strategies to use in teaching learners with ADHD through teacher training; and capacity building in the form of CPD in schools.

 

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attention deficit hyperactivity disorder, inclusive education, teacher understanding, support strategies, capacity building

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DOI: http://dx.doi.org/10.46827/ejse.v10i1.5162

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