Teachers’ experiences of supporting learners with attention-deficit hyperactivity disorder: Lessons for professional development of teachers
Background: Inclusion policies require that learners with ADHD be taught in mainstream schools. For inclusion to be effective, the school personnel who are most responsible for its success must be responsive to the demands of educating learners by practicing values, beliefs, pedagogical applications...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2020-12-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/843 |