Teacher Perception of Attention Deficit Hyperactivity Disorder Learners in Primary Schools in Kenya

Abstract

Although Kenya commits to ADHD-related students inclusion through education policies and international treaties, research exclusively focused on ADHD and the learning environment is limited and is not harmonized to give directions to theoretical basis of ADHD. This researcher investigated the teacher perception on integrated learning regarding ADHD learners in education. Guided by four objectives centered around behavioral characteristics that hinder learning, teachers’ attitude on ADHD learners, teachers knowledge of ADHD and assessment of the learning environment. The research was based on qualitative and quantitative approaches while applying purposive sampling. The location was an inclusive school with 3(Three) ADHD learners who had been assessed. The respondents were teachers who had interacted with these learners while teaching. Data was collected using published ADHD related data collection instruments. The results were analysed within given guidelines and presented. The study revealed that the most dominant ADHD characteristics that impaired learning were predominantly inattentive subtype at 88%, impulsive subtype at 67%, and combined subtype at 78%. In addition regarding occurrences, inattention was rated at 78%, hyperactive/impulsivity and combined subtype 67% respectively. Regarding their attitudes, the research revealed that overwhelming majority of the teachers supported elements that fostered inclusion but lacked sufficient knowledge on the general attributes of ADHD. Overall, the results show to a large extent the practice and knowledge that reflects elements of best practice in some key areas such as attitude of teacher and identifying ADHD behavior intensities. However there was inadequate knowledge of ADHD. Conditions for environment or learning spaces accommodation were not adequately met. There is need to invest more in teacher development of ADHD learners so as to improve the learning environment while maximizing teacher knowledge and skills needed to handle ADHD students. Findings from the study do offer the needed insights needed to better comprehend of ADHD learners effectively and providing critical insights to the relevant ministry and teaching fraternity in Kenya towards inclusive education policies and maximizing learning for ADHD learners.