EXPLORING TEACHERS’ UNDERSTANDING OF TEACHING LEARNERS WITH ADHD IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF LUSAKA, ZAMBIA

نویسندگان

  • Alice Kabwe Research Scholar, Secondary School, Zambia
  • Kenneth Kapalu Muzata Dr., Research Supervisors, University of Zambia, Zambia
  • Magdalene Simalalo Dr., Research Supervisors, University of Zambia, Zambia

DOI:

https://doi.org/10.46827/ejse.v10i1.5162

کلمات کلیدی:

attention deficit hyperactivity disorder, inclusive education, teacher understanding, support strategies, capacity building

چکیده

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity, which causes functional impairment. The study explored teachers’ understanding of teaching learners with ADHD in Zambian inclusive primary schools. A descriptive design supported by qualitative approaches was used. The sample size involved 18 teachers of learners with ADHD, 9 learners with ADHD, 3 administrators, and 4 officials from the Ministry of Education. Homogeneous purposive sampling was used to select participants. Data was collected using in-depth interviews, focus group discussions, and observation checklists. Qualitative data were analyzed using thematic and content analysis. The study revealed mixed views on teachers’ understanding of teaching learners with ADHD. Some teachers indicated that they adequately understood learners with ADHD due to sufficient knowledge to deal with learners, adequate training to deal with learners able to apply appropriate teaching methods, strategies, and techniques for learners, adequate exposure to handling learners, self-motivation to teach learners and ability to control the behaviours of the learners with ADHD. On the other hand, teacher participants indicated that they had limited understanding due to inadequate training in Special Education, teachers' inability to handle learners, insufficient use of appropriate teaching methods, strategies, and techniques for learners with ADHD, and their inability to control learners with ADHD. To address the challenges faced by teachers while teaching learners with ADHD, teachers employed strategies such as catch-up strategies, social and emotional support strategies, professional development strategies, and punishment strategies. The study recommends, upgrading teachers understanding and strategies to use in teaching learners with ADHD through teacher training; and capacity building in the form of CPD in schools.

 

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بیوگرافی نویسندگان

  • Alice Kabwe، Research Scholar, Secondary School, Zambia

    Mrs. Alice Kabwe is currently a Special Education research fellow in Doctor of Philosophy in Special Education Degree Programme at the University of Zambia. She holds a Master of Education in Special Education and Bachelor of Education in Special Education with Religious Education from the University of Zambia. She is a teacher in Special Education and Religious Education at Woodlands ‘A’ Secondary School and her interests are in special education, inclusive education practices, and guidance and counselling.

  • Kenneth Kapalu Muzata، Dr., Research Supervisors, University of Zambia, Zambia

    Dr. Kenneth Kapalu Muzata is a Senior Lecturer and Researcher in the Department of Educational Psychology, Sociology and Special Education (EPSSE) at the University of Zambia. He served as Head of Department for EPSSE from 2021 to 2023. He has served under the Ministry of Education as a secondary school teacher and later as college lecturer before moving to the University of Zambia as lecturer. He holds a Doctor of Philosophy (PhD) in Education from the University of South Africa (UNISA) and a Masters of Education in Special Education and a Bachelors of Arts with Education Degree both from the University of Zambia (UNZA), a Postgraduate Diploma in Curriculum Design and Development from Open University of Tanzania, a Certificate in Environmental Education (WWF in conjunction with Rhodes University), a Certificate in Distance Education (UNISA) and a non-degree credit transcript in Qualitative Research Methods, Master’s Thesis and Nordic Education (OULU University-Finland). Kenneth is the author of a book titled ‘Special and Inclusive Education in the Zambian Context’. He has also published 10 book chapters and more than 60 research articles.

  • Magdalene Simalalo، Dr., Research Supervisors, University of Zambia, Zambia

    Magdalene Simalalo is a Doctor of Inclusive Education from the University of South Africa. She is currently a Lecturer, Researcher and Consultant in special/inclusive education at the University of Zambia. Dr. Simalalo has been working as a teacher educator at pre – service level in Special and Inclusive Education for over 14 years. She has participated in curriculum reviews for colleges offering training of teachers in inclusive education. She has also coordinated the provision service for student teachers with disabilities at the University of Zambia, aimed at enhancing inclusiveness in teacher education. Her areas of interest among others include; teacher education in expanded core curriculum for all learners, Inclusive teacher education pedagogies; Assistive technology for learners with visual impairments and Teaching and Learning Resources in Inclusive education systems; communication modalities and parent involvement in education of Deaf -Blind learners and disability and environment.

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دانلودها

چاپ شده

2024-01-10

شماره

دوره 10 شماره 1 (2024)

نوع مقاله

Articles

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