Original Articles

South African Teachers' Experiences of Children in their Classrooms who may have ADHD

Published in: Journal of Psychology in Africa
Volume 19, issue 3, 2009, pages: 347–354
DOI: 10.1080/14330237.2009.10820301
Author(s): Tina LopesUniversity of Pretoria, South Africa, Irma EloffUniversity of Pretoria, South Africa, Sarah HowieUniversity of Pretoria, South Africa, Jacobus G. MareeUniversity of Pretoria, South Africa

Abstract

This study focused on understanding and explaining how teachers experience children in their classrooms who may have Attention Deficit Hyperactivity Disorder (ADHD). The study was a qualitative study in which 17 teachers from three different schools in Gauteng, South Africa, were interviewed. Content theme analysis was conducted on the textual data. Findings from the study indicate that (1) the teachers kept children who might have ADHD busy with different activities in order to manage their classrooms more effectively, (2) the teachers believed that children who might have ADHD challenged them, and (3) the teachers believed that they needed to share information with other teachers on how to manage and support children who might have ADHD and also that they needed outside assistance from a specialist. The study points to the complex experiences of teachers who have to deal with children with ADHD in their classrooms and recommends increased collaboration between professionals and teachers.

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