Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context
Background: Preschool learners with attention deficit hyperactivity disorder (ADHD) may develop problems with emergent literacy and more explicitly, phonological awareness necessary for the development of reading and writing. A need for support of Grade R teachers in inclusive schools was identified...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2021-04-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/894 |