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Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom

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dc.contributor.advisor Vos, M.S.
dc.contributor.author Hariparsad, Shireen D.
dc.date.accessioned 2011-06-20T13:53:39Z
dc.date.available 2011-06-20T13:53:39Z
dc.date.issued 2010
dc.identifier.uri http://hdl.handle.net/10530/629
dc.description Submitted in fulfillment of the requirements for the degree MASTERS IN EDUCATION In the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2010. en_US
dc.description.abstract The aim of this study was to investigate the challenges facing educators’ in the inclusion of ADHD learners in the mainstream classroom. As an introduction to the study the challenges faced by educators’ in the inclusion of ADHD learners in mainstream classes were reviewed by means of a study of available and relevant literature. Educators are people who make learning and teaching possible and their own challenges in what is happening in the classroom are of crucial importance. Research done in South Africa on challenges faced by educators’ in inclusive education indicated that educators in mainstream classrooms generally express negative attitudes to mainstreaming policies and thus finds himself with many challenges. In the new education dispensation educators in mainstream classrooms have to accommodate learners with impairments, such as the ADHD child. Inclusion makes additional demands on educators because of the special educational needs of learners with impairments. The challenges facing educators in inclusion and their efficacy in meeting the special needs of learners with impairments play a determining role in the successful implementation of an inclusive education policy. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of 110 questionnaires completed by primary school educators from the Mafukezela Gandhi district on the North Coast of KwaZulu Natal. The data was processed and interpreted by means of descriptive statistics. Essentially the following were the main findings from the empirical study:  Educators lack the necessary knowledge, skills, training and experience of learners with special educational needs.  Educators have difficulty in identifying ADHD learners.  Educators needed to change their teaching methods to accommodate learners with diverse educational needs. The study concludes with a summary and findings from the literature study and descriptive statistics. Based on these findings the following recommendations were made:  The development of curricula, institutions and methods of assessments must include a variety of strategies to accommodate learners with special educational needs, such as ADHD learners.  The basic training of educators must include compulsory courses such as orthopedagogics that will enable them to cope with the demands for inclusion of learners with special educational needs. en_US
dc.language.iso en en_US
dc.subject ADHD en_US
dc.subject ADHD learners -- mainstream classroom. en_US
dc.subject Inclusive education en_US
dc.subject Inclusive education--South Africa. en_US
dc.subject Inclusive education -- challenges en_US
dc.title Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom en_US
dc.type Thesis en_US


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