Original Research

Attention Deficit Hyperactivity Disorder: Training outcomes for Grade R teachers in an urban and semi-rural context

Marguerite de Jongh, Anna-Marie Wium
South African Journal of Childhood Education | Vol 11, No 1 | a894 | DOI: https://doi.org/10.4102/sajce.v11i1.894 | © 2021 Marguerite de Jongh, Anna-Marie Wium | This work is licensed under CC Attribution 4.0
Submitted: 13 June 2020 | Published: 16 April 2021

About the author(s)

Marguerite de Jongh, Department of Speech-Language Pathology and Audiology, Sefako Makgatho Health Sciences University, Pretoria, South Africa
Anna-Marie Wium, Department of Speech-Language Pathology and Audiology, Sefako Makgatho Health Sciences University, Pretoria, South Africa


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Abstract

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.


Keywords

attention deficit hyperactivity disorder; ADHD support programme; emergent literacy; semi-rural; urban

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