LIVED EXPERIENCES OF TEACHERS’ TEACHING LEARNERS WITH MILD ATTENTION DEFICIT HYPERACTIVITY DISORDER IN INCLUSIVE PRIMARY SCHOOLS OF LUSAKA, ZAMBIA: AN INTERPRETIVE PHENOMENOLOGICAL STUDY

Alice Kabwe, Kalisto Kalimaposo, Humphrey Chinyemba Kandimba, Joseph Mandyata, Sarah Bwalya, Mildred Kalunga

Abstract


Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition characterized by inattention, hyperactivity, and impulsivity, leading to functional impairment. This study explored teachers’ lived experiences of teaching learners with mild ADHD in inclusive primary schools of Lusaka, Zambia, drawing from their direct interactions with these learners. A descriptive qualitative design was employed. The sample comprised 25 participants, including 18 class teachers, three school administrators, and four Ministry of Education (MoE) officials. Homogeneous purposive sampling was used to select class teachers and school administrators, while expert purposive sampling was applied to select all MoE officials responsible for special education in the district. Data were collected using in-depth interview guides, focus group discussion guides, and observation checklists. Thematic analysis was used to analyse data for this study. The study revealed both positive and negative experiences. Positive experiences included learners being creative, inventive, curious, imaginative, innovative, interested in hands-on activities, and demonstrating leadership skills. Negative experiences included distractibility, hyperactivity, impulsivity, difficulty concentrating, disruption of lessons, increased teaching time, and inattentiveness. Teachers employed various support strategies, such as catch-up strategies, social and emotional support strategies, professional development strategies, and reinforcement strategies. The study recommends upgrading teachers’ understanding and instructional strategies through pre-service teacher training and continuous professional development (CPD) in schools.

Keywords


Attention Deficit Hyperactivity Disorder, inclusive education, teacher understanding, support strategies

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i5.6813

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