Educational Psychology & Special Needs Education

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Browsing Educational Psychology & Special Needs Education by Subject "ADHD"

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    Attitudes of educators towards children with Attention Deficit Hyperactivity Disorder
    (University of Zululand, 2014) Ntuli, Busisiwe Nokukhanya; Nzima, D.R.
    The aim of the study was to investigate educators’ knowledge and attitudes towards children with Attention Deficit Hyperactivity Disorder (ADHD). In particular the study sought: 1. To determine the level of educators knowledge and attitudes about ADHD 2. To ascertain whether or not is a significant difference in attitude between educators in the mainstream school and those in the resource centre (remedial school);and 3. To determine the relationship, if any, between educators’ perceptions of ADHD children and certain educators’ characteristics discussed further in the study. In this study, the focus was on primary school learners. Primary school learners are learners who are between grades one and seven. The target population was primary school educators in a mainstream school and in a resource centre. Sixty nine educators were divided into two groups:48 educators taught at a mainstream school (Group 1) and 21 educators teach at a resource center (remedial school) and deal with ADHD cases regularly (Group 2).A questionnaire was given to each responded as a method of data collection instrument. xiv The study concludes that mainstream education for ADHD children (with individualized education if necessary) causes considerable difficulty for all concerned. The educators’ attitudes towards ADHD children were far from ideal, and their knowledge is insufficient. One interesting finding from this study was that knowledge of Special Education seems to have a positive influence on the educators’ attitude towards learners with ADHD.
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    Challenges facing educators’ in the inclusion of Attention Deficit Hyperactivity Disordered (ADHD) learners in the mainstream classroom
    (2010) Hariparsad, Shireen D.; Vos, M.S.
    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.
University of Zululand