'n Psigo-opleidingsprogram vir onderwysers oor aandagtekort-hiperaktiwiteitsversteuring by kinders

[摘要] English: Attention-Deficit Hyperactivity Disorder (ADHD) is a heterogeneous disorder withmultiple etiologies that impairs individual, family, scholastic and social functioning andis found in 3-5 % of school age children. The salient characteristics of children withADHD is a persistent pattern of developmentally inappropriate inattention and/orhyperactivity, that was present before the age of seven years and appears in at least twodifferent settings, for example at school and at home.In South Africa, where inclusive education is a reality, the consequences are thatmainstream educators not only have to accommodate larger number of learners, but alsomore learners with specific learning barriers and needs.The principle aim of this study was therefore to determine if the psycho-developmentalprogramme, Challenging ADHD: a Guide for Educators, could make a difference inthe knowledge and skills of educators in identifying and managing learners with ADHD.If there is a difference after receiving training in the implementation of the programme inthe identification and management of children with ADHD, it could benefit the child'sdevelopment as well.The study of existing literature on ADHD was intended to provide a general impressionof the research that has already been done on this subject. Special attention was given tothe linking of behavioural descriptions and cognitive functioning with neurologicalprocesses and cerebral areas and also to the influence of the primary symptoms of ADHDon social, cognitive and academic functioning. The treatment strategies mentioned in theliterature -: and especially their educational aspects - were investigated in order to clarifythe strategies that could be used for teaching. Early identification and treatment ofsymptoms of ADHD can have a positive effect on the course and outcome of thisdisorder. It was apparent from the literature that the development and the course of ADHD aredetermined by the interaction between genetic predispositions and psychosocial factors.The outcome also depends on family equilibrium and aggressiveness during childhoodand the severity of the symptoms. It seems, however, as if malfunctioning of thecomplex, diffuse circuits between cerebral structures, causes the impairment in cognitivefunctioning and as if several neurotransmitters might be involved in the development ofADHD. ADHD appears to be a group of different behavioural problems namely attentiondeficit, hyperactivity and impulsivity. Each has a specific neural substrate of varyingseverity, that occurs in different combinations and that displays a common response topsycho stimulants. The treatment strategy, which has so far been found to be mostsuccessful, is a combination of behavioral therapy and medication.With reference to the literature regarding the educator's identification and managementof learners with ADHD, the following hypothesis was framed:That educators' knowledge can be changed through the psycho-developmentalprogramme, Challenging ADHD: a Guide for Educators (experimental group) on howto identify and manage learners with ADHD in class.In order to test this hypothesis, 90 Gr.l - Gr. 3 educators, were chosen from 10 differentschools of the Western Cape Education Department, EMDC Metropole-North. The twogroups were paired with reference to the identified nuisance variables. The subtest scores,as obtained by the two groups after completion of questionnaires, which consist of 139questions, were compared. The experimental group only was exposed to the psychodevelopmentalprogramme. Training of the educators in the implementation of thepsycho-developmental programme took place over 6 weeks (one session per week). Thequestionnaires were completed before and after the training(experimental group only) and compared.Statistical analysis revealed the following results: There was a significant difference (atthe 1% level) with regard to the average subtest scores, of the two groups. Statistical analysis of data showed that the psycho developmental programme added value to theeducators knowledge and insight in identifying and manageing learners with ADHD.The hypothesis that educators gained knowledge, skills and insight by training them inthe implementation of the psycho-developmental programme, Challenging ADHD: aGuide for Educators, was confirmed. This programme does have the potential to besuccessful for improving the knowledge and insight of educators.

[发布机构] University of the Free State