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 |
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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 |
| _version_ | 1818336923390836736 |
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| author | Marguerite de Jongh Anna-Marie Wium |
| author_facet | Marguerite de Jongh Anna-Marie Wium |
| author_sort | Marguerite de Jongh |
| collection | DOAJ |
| description | 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, and a programme developed.
Aim: The main aim of this article is to report on the outcomes of a support programme for Grade R teachers on ADHD in two contexts within a specific school district.
Setting: Participants were recruited from urban schools and township schools in a semi-rural context of a specific school district in Tshwane.
Methods: The outcomes of this support programme was determined from data obtained with self-constructed questionnaires, which consisted of mainly closed-ended questions, supported by a limited number of open-ended questions. The quantitative data was statistically analysed and described, whereas the qualitative data was described through inductive analyses. Participants consisted of 44 teachers from semi-rural and 21 from urban, inclusive schools who attended the training workshops.
Results: The results of the training indicated that urban teachers demonstrated better overall knowledge before the training. The post-training results indicated no statistically significant differences in knowledge after the training. Both groups benefitted from the programme. The rural participants showed more improvement as a result of the training.
Conclusion: The participants from semi-rural schools benefitted more from the training, emphasising underlying inequalities in the education levels of the two groups. This research provided a starting point and needs to be expanded to facilitate Grade R teachers’ awareness and knowledge of ADHD. |
| first_indexed | 2024-12-13T14:47:02Z |
| format | Article |
| id | doaj.art-9a86916f1c004a38aa6b12321e400993 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-12-13T14:47:02Z |
| publishDate | 2021-04-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-9a86916f1c004a38aa6b12321e4009932022-12-21T23:41:26ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822021-04-01111e1e1110.4102/sajce.v11i1.894429Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural contextMarguerite de Jongh0Anna-Marie Wium1Department of Speech-Language Pathology and Audiology, Sefako Makgatho Health Sciences University, PretoriaDepartment of Speech-Language Pathology and Audiology, Sefako Makgatho Health Sciences University, PretoriaBackground: 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, and a programme developed. Aim: The main aim of this article is to report on the outcomes of a support programme for Grade R teachers on ADHD in two contexts within a specific school district. Setting: Participants were recruited from urban schools and township schools in a semi-rural context of a specific school district in Tshwane. Methods: The outcomes of this support programme was determined from data obtained with self-constructed questionnaires, which consisted of mainly closed-ended questions, supported by a limited number of open-ended questions. The quantitative data was statistically analysed and described, whereas the qualitative data was described through inductive analyses. Participants consisted of 44 teachers from semi-rural and 21 from urban, inclusive schools who attended the training workshops. Results: The results of the training indicated that urban teachers demonstrated better overall knowledge before the training. The post-training results indicated no statistically significant differences in knowledge after the training. Both groups benefitted from the programme. The rural participants showed more improvement as a result of the training. Conclusion: The participants from semi-rural schools benefitted more from the training, emphasising underlying inequalities in the education levels of the two groups. This research provided a starting point and needs to be expanded to facilitate Grade R teachers’ awareness and knowledge of ADHD.https://sajce.co.za/index.php/sajce/article/view/894attention deficit hyperactivity disorderadhd support programmeemergent literacysemi-ruralurban |
| spellingShingle | Marguerite de Jongh Anna-Marie Wium Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context South African Journal of Childhood Education attention deficit hyperactivity disorder adhd support programme emergent literacy semi-rural urban |
| title | Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context |
| title_full | Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context |
| title_fullStr | Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context |
| title_full_unstemmed | Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context |
| title_short | Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context |
| title_sort | attention deficit hyperactivity disorder training outcomes for grade r teachers in an urban and semi rural context |
| topic | attention deficit hyperactivity disorder adhd support programme emergent literacy semi-rural urban |
| url | https://sajce.co.za/index.php/sajce/article/view/894 |
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