Teachers' perception of children with attention deficit hyperactivity disorder and effects of ritalin

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dc.contributor.advisorSibaya, P.T.
dc.contributor.authorGovender, Premi Govindomah
dc.date.accessioned2011-07-13T11:07:04Z
dc.date.available2011-07-13T11:07:04Z
dc.date.issued2003
dc.descriptionA dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Education, University of Zululand, 2003.en_US
dc.description.abstractAttention Deficit Hyperactivity Disorder (ADHD) often creates significant problems in the classroom for both learner and teacher. Many children with ADHD are plagued with extreme behaviour characteristics that often lead to adverse adult reactions and social rejection. It is believed that teachers often prefer Ritalin as a choice of intervention to cope with the demands of teaching. This study investigates how teachers view the characteristic behaviour of children with ADHD and the effect that Ritalin has on those perceptions. The second aim was to find out how teachers felt regarding the social relations of children with ADHD and the effect that Ritalin has on those perceptions. The third aim was to determine whether teacher perceptions of ADHD children were influenced by their characteristics (age, gender, type of school, qualifications and experience). The views/perceptions expressed by teachers in most instances favoured the research authors identified in this study with reference to the characteristic behaviours of ADHD children. However, views expressed on social interactions were not conclusive as the tally produced an even split, identifying perhaps a lack of understanding of what is expected from children with ADHD. The results in both the above descriptions clearly showed a favourable bias toward the use of Ritalin for producing acceptable behaviour. The study further identified that when evaluating certain teachers' characteristics such as: gender, age, qualifications, teaching experience and type of school, the following became evident: • Special education qualifications did not create a better understanding or tolerance of these children, but in fact the opposite was evident • Gender or age did not influence teachers perceptions • The feedback from both private and public schools were similar It is important to note that the limitations identified in this study, stressed the need for future research to be done in this field.en_US
dc.identifier.urihttps://hdl.handle.net/10530/731
dc.language.isoenen_US
dc.subjectAttention-deficit hyperactivity disorder.en_US
dc.subjectADHD--teachers' perception ofen_US
dc.subjectRitalinen_US
dc.titleTeachers' perception of children with attention deficit hyperactivity disorder and effects of ritalinen_US
dc.typeThesisen_US
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