The knowledge and perceptions of Attention Deficit Hyperactivity Disorder held by foundation phase educators in a Township in Gauteng.

[摘要] Attention Deficit Hyperactivity Disorder (ADHD) is a very common disorder that affects 8%to 10% of South African children. It is thus prevalent in the classroom, and with the advent ofinclusive education in South Africa, educators have to facilitate and support the needs oflearners with ADHD. Educators play an integral role and provide essential information withregards to the identification, diagnosis and referral of ADHD. It is the responsibility of theeducator to create an environment where every learner has the opportunity to succeed.However, uncertainty exists as to whether South African educators have an appropriate andadequate understanding of the disorder. This study therefore aimed to examine the knowledgeand perceptions of ADHD held by foundation phase educators in a township in Gauteng. Asample of 100 female educators was used in the study and a mixed methods approach using aquestionnaire was administered to the educators. Their knowledge and perceptions in thethree content areas of ADHD (Associated Features, Symptoms/Diagnosis and Treatment) wasexplored. Data analysis reflected that the educators in the sample had inadequate andinsufficient knowledge and understandings of ADHD. Educators seemed to know the mostabout the symptoms of the condition, less about the associated features and the least abouttreatment approaches. The implications of these research findings are discussed, within theSouth African context.

[发布机构] University of the Witwatersrand