EDUCATORS IN SOUTH AFRICA

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INTRODUCTION 

This PhD study focused on understanding and explaining how educators understand and experience learners who may have Attention Deficit Hyperactivity Disorder in their classrooms. Attention Deficit Hyperactivity Disorder (referred to as ADHD), according to the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revised (APA, 2000), is a developmental disorder that tends to be identified in childhood, where learners display inattention and hyperactivity, impulsivity or a combination thereof (Barlow & Durand, 1995;  Carson, Butcher & Mineka, 1996; Quay & Hogan, 1999).

PURPOSE AND AIM OF THE STUDY

The purpose of the study is to understand and explore educators’ experiences of learners1 who may have ADHD2 in the classroom. The aim of this study is to determine what and how educators make sense of learners who may have ADHD in their classroom. Purdie, Hattie and Carroll (2002) state that in order to address the educational success of learners who may have ADHD it is important that educators (and parents) directly address their educational difficulties. This can be achieved if the educator knows how to address the educational difficulties, keeping in mind the challenges facing a learner with ADHD. Therefore, this study will determine the specific experiential knowledge that educators may have to be able to address the challenges of learners who may have ADHD.

Rationale

I have been working in schools as a researcher and a psychologist for many years. During 2003, I had the opportunity to work in schools within the Tshwane area. The educators that a CEA5 colleague, Vanessa Scherman, and I encountered seemed to be facing problems, such as those outlined above in the vignette. Of course, not all such examples of misbehaviour can be pinpointed to ADHD, but the educators expressed that they felt that they needed assistance in being able to handle the learners who ‘misbehave’ or are ‘naughty’.

ATTENTION DEFICIT HYPERACTIVITY DISORDER

According to the Diagnostic and Statistical Manual of Mental Disorders-IV-Text Revised (APA, 2000) Attention Deficit Hyperactivity Disorder (ADHD) is a developmental disorder characterised by inattention and hyperactivity, impulsivity or a combination thereof Quay and Hogan (1999) explain that there are three sub-types of ADHD; namely (1) predominantly inattentive, (2) predominantly hyperactivity-impulsive and (3) combined. There are also certain criteria for the symptoms in terms of the duration of the symptoms (symptoms need to be present for at least six months or longer), maladaptiveness (the behaviour lead to impairment in social, academic and occupational settings), age of onset (no later than seven) and impairment in two or more settings, for example school and home (Barlow & Durand, 1995; Gordon & Asher, 1994; Quay & Hogan, 1999).

Chapter 1: An introduction of the study
1.1 INTRODUCTION
1.2 PURPOSE AND AIM OF THE STUDY
1.2.1 Problem Statement
1.2.2 Rationale
1.3 ATTENTION DEFICIT HYPERACTIVITY DISORDER
1.3.1 Inattention
1.3.2 Hyperactivity
1.3.3 Impulsivity
1.4 RESEARCH QUESTIONS
1.5 THE CONCEPTUAL FRAMEWORK
1.6 RESEARCH DESIGN
1.6.1 Interpretive Paradigm
1.6.2 Ontological Position
1.6.3 The Role of Researcher
1.7 METHODOLOGY
1.7.1 The Research Process
1.7.3 Sampling
1.7.3 Interviews
1.7.4 Trustworthiness of the Data
1.8 ETHICAL CONSIDERATIONS
1.8.1 Informed Consent
1.8.2 Confidentiality
1.9 CONCEPT CLARIFICATION
1.10 THE ORGANISATION OF THESIS: OUTLINE OF CHAPTERS
1.11 CONCLUSION
chapter 2: Literature Review of ADHD and interventiens for ADHD
2.1 INTRODUCTION
2.2 DEFINITION OF ADHD
2.3 DIAGNOSIS
2.3.1 Differential Diagnosis
2.3.2 Co-morbidity
2.3.3 Assessment of ADHD
2.3.4 The Decision Tree
2.4 EPIDEMIOLOGY
2.4.1 ADHD in South Africa
2.5 ETIOLOGY
2.5.1 Executive Function
2.5.2 Neurological Research
2.5.3 Genetic Influences
2.6 SELF-APPLICATION OF LEARNER’S WITH ADHD
2.6.1 Learning Disorders
2.6.2 Language and ADHD
2.6.3 Behaviour
2.6.4 Motor Performance
2.6.5 Parental Involvement
2.7 INTERVENTIONS
2.7.1 Pharmacology
2.7.2 Parent Involvement
2.7.3 ADHD within a Family System
2.7.4 Parent-Educator Partnerships
2.7.5 The Educator
2.8 CONCLUSION
Chapter 3: A Conceptual Frameworf
3.1 INTRODUCTION
3.2 EDUCATORS IN SOUTH AFRICA
3.3 THE EDUCATOR’S ROLE
3.3.1 Misunderstanding and Misinformation
3.3.2 Educator Knowledge of ADHD
3.3.3 Educator Self-Perceptions
3.4 CLASSROOM INTERVENTIONS
3.4.1 Behaviour Modification
3.3.2 Classroom Management
3.5 THEORIES OF ADHD
3.5.1 Barkley’s Theory of ADHD
3.5.1.1 (Non-) Working Memory
3.5.1.2 Internalisation of Speech
3.5.1.3 Self-regulation of Affect, Motivation and Arousal
3.5.1.4 Reconstitution
3.6 CONCEPTUAL FRAMEWORK
3.6.1 The Ecological Model
3.5.1.1 Dyadic and Triadic Relationships
3.5.1.2 Building Blocks of Psychological Growth
3.6.2 The Micro-System
3.6.2.1 Educator
3.6.2.2 Educator’s Training and Knowledge
3.6.3 The Meso-System
3.6.3.1 The Classroom Environment
3.6.4 The Exo-System
3.6.4.1 School Environment
3.6.4.2 Principal, Head of Department and Colleagues
3.6.4.3 Parents
3.6.4.4 School Governing Body (SGB)
3.6.5 The Macro-System
3.6.5.1 The Outer Environment
3.6.5.2 Health Care Professionals
3.6.5.3 Department of Education
3.6.5.4 Education Specialist
3.6.6 The Interconnectedness of the System
3.6.7 The Educator and Learner Who May Have ADHD
3.7 CONCLUSION
Chapter 4: Research Design and Methology
4.1 INTRODUCTION
4.2 RESEARCH DESIGN
4.2.1 Research Questions
4.2.2 Qualitative Research and Interpretive Inquiry
4.2.3 The Role of Researcher
4.2.4 Ontological Position
4.3 RESEARCH METHODOLOGY
4.3.1 Schools and Participants in the Study
4.3.2 Interviews
4.3.4 Data Collection
4.3.5 Data Analysis
4.4 THE RESEARCH PROCESS
4.4.1 Identify the Research Problem
4.4.2 Reviewing Literature
4.4.3 Develop a Purpose Statement and Research Questions
4.4.4 Design and Piloting of Interview Schedule
4.4.5 Data Collection
4.4.5.1 Recording the Interviews
4.4.5.2 Transcribing
4.4.6 Data Analysis and Interpretation
4.4.7 Verifying Analysis
4.4.8 Reporting
4.5 ETHICAL CARE: INFORMED CONSENT
4.5.1 Confidentiality
4.6 TRUSTWORTHINESS OF THE DATA
4.6.1 Credibility
4.6.1.1 Reflexivity
4.6.1.2 Member Checking
4.6.1.3 Peer Examination
4.6.2 Transferability
4.6.3 Dependability
4.6.4 Confirmability
4.7 CONCLUSION
chapter 5: Themes of Educators’ Experiences of Learners who may have ADHD in the Classrom
5.1 INTRODUCTION
5.1.1 Description of the Participating Schools
5.1.2 A Short Description of Participants and the Interview
5.1.2.1 1a: School 1, Participant a
5.1.2.2 1b: School 1, Participant b
5.1.2.3 1c: School 1, Participant c
5.1.2.4 1d: School 1, Participant d
5.1.2.5 2a: School 2, Participant a
5.1.2.6 2b: School 2, Participant b
5.1.2.7 2c: School 2, Participant c
5.1.2.8 2d: School 2, Participant d
5.1.2.9 2e: School 2, Participant e
5.1.2.10 2f: School 2, Participant f
5.1.2.11 3a: School 3, Participant a
5.1.2.12 3b: School 3, Participant b
5.1.2.13 3c: School 3, Participant c
5.1.2.14 3d: School 3, Participant d
5.1.2.15 3e: School 3, Participant e
5.1.2.16 3f: School 3, Participant f
5.1.2.17 3g: School 3, Participant g
5.2 CREDIBILITY OF THE STUDY
5.2.1 Member Checking
5.2.2 Peer Examination
5.3 FINDINGS FROM ANALYSIS
5.3.1 Theme 1: They are not Treated the Same as Other Learners
5.3.1.1 References from Textual Data
5.3.1.2 Exceptions
5.3.1.3 Discussion on Theme 1
5.3.2 Theme 2: Keep Them Busy
5.3.2.1 References from Textual Data
5.3.2.2 Exceptions
5.3.2.3 Discussion on Theme 2
5.3.3 Theme 3: It Does Challenge You – We’re Not Perfect
5.3.3.1 References from Textual Data
5.3.3.2 Exceptions
5.3.3.3 Discussion on Theme 3
5.3.4 Theme 4: It Needs Sharing as Teachers and Help from a Specialist
5.3.4.1 References from Textual Data
5.3.4.2 Exceptions
5.3.4.3 Discussion on Theme 4
5.3.5 Theme 5: They Don’t Pull Their Part
5.3.5.1 References from Textual Data
5.3.5.2 Exceptions
5.3.5.3 Discussion on Theme
5.4 CONCLUSION
chapter 6 : Comparison  of  Experience and a Narrative of Education Experiences of ADHD in Classroom
6.1 INTRODUCTION
6.2 INTRODUCTION TO THE COMPARISON OF EXPERIENCES
6.2.1 Sally (Participant/Educator 1d)
6.2.2 Moira (Participant/Educator 2f)
6.2.3 Different Educator, Different Experience
6.2.4 Teaching and Learning
6.2.4.1 Class work and Homework
6.2.4.2 ADHD in the Classroom
6.2.4.3 Grouping
6.2.5 Parent Involvement
6.2.6 Sharing Information
6.2.7 Explaining Medication to Other Learners
6.3 GENERAL IMPRESSIONS- COMPARING SALLY’S AND MOIRA’S
EXPERIENCES
6.4 THE NARRATIVE
6.4.1 A story of a teacher’s classroom experience
6.5 CONCLUSION
Chapter 7: Conclusion to the study
7.1 OVERVIEW OF THE STUDY
7.2 A SUMMARY OF THE RESEARCH FINDINGS
7.2.1 Sub-question 1: How do educators manage their classrooms with
learners who may have ADHD in their classrooms?
7.2.2 Sub-question 2: How do educators experience teaching and learning
of the learner who may have ADHD?
7.2.3 Sub-question 3: How does the experience of educating learners who
may have ADHD influence them as educators?
7.3 REFLECTION ON ASPECTS OF THE STUDY
7.3.1 Reflections on the Findings in lieu of the Conceptual Framework
7.3.2 Reflection on Methodology
7.4 STRENGTHS OF THE STUDY
7.5 TRUSTWORTHINESS OF THE DATA
7.5.1 Credibility
7.5.1.1 Reflexivity
7.5.1.2 Member Checking
7.5.1.3 Peer Examination
7.5.2 Transferability
7.5.3 Dependability
7.5.4 Confirmability
7.6 CONCLUSIONS AND RECOMMENDATIONS
7.7 CONCLUSION
LIST OF REFERENCES
LIST OF ADDITIONAL REFERENCES CONSULTED

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South African Educators’ Experiences Of Learners Who May Have ADHD In Their Classrooms

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