Exploring teachers’ perceptions of teaching learners with mild attention deficit hyperactivity disorder in selected inclusive primary schools in Lusaka district, Zambia.
| dc.contributor.author | Kabwe, Alice | |
| dc.date.accessioned | 2025-07-31T09:09:41Z | |
| dc.date.available | 2025-07-31T09:09:41Z | |
| dc.date.issued | 2025 | |
| dc.description | Thesis of Doctor of Philosophy in Special Education | |
| dc.description.abstract | The study explored teachers’ perceptions in the teaching of learners with mild attention deficit hyperactivity disorder (ADHD) in selected inclusive primary schools of Lusaka District - Zambia. The study employed an interpretivism research paradigm and a descriptive research design. A sample of 25 participants was used, namely; 18 class teachers of learners with mild ADHD, 3 administrators and 4 Ministry of Education (MoE) Officials in Special Education. Homogeneous purposive and snowball sampling techniques were used to select participants for the study. Indepth interview guide, focus group discussions (FGDs) guides and observation checklist were used to collect qualitative data. Content thematic analysis technique was used to analyze data. The study revealed mixed views on teachers’ perceptions of teaching learners with mild ADHD in inclusive schools. While some teachers felt they had adequate understanding of teaching learners with mild ADHD, others had a contrary view. Positively, some teachers indicated that they adequately understood learners with mild ADHD because they had sufficient knowledge, training to deal with learners; able to apply appropriate teaching methods, strategies and techniques; self- motivated to teach learners and able to manage the behaviors of the learners. However, other teachers indicated that they had limited understanding due to inadequate training in Special Education, teacher inability to handle learners, insufficient to use appropriate teaching methods, strategies and techniques for learners with mild ADHD and the inability to control learners with mild ADHD. The study also unveiled two significant types of perceptions in teaching learners with mild ADHD, which included positive and negative perceptions. The study found that some of the teachers had a positive perception towards the learners with mild ADHD in inclusive primary schools such as learners with mild ADHD learning well through play. The study also found that most of the teachers had negative perceptions towards the learners with mild ADHD. The study also revealed positive and negative experiences in teaching learners with mild ADHD, which included learners being creative and inventive, curious, imaginative and innovative, interested in hands on activities, ability to hyper-focus on topics that interested them and leadership skills. Further, the findings of the study also revealed teachers’ negative experiences in teaching learners with ADHD such as distractibility, hyperactivity, and impulsivity, having endless amounts of energy, difficulty concentrating, disturbing lessons during learning, more time needed to teach the learners, inattentiveness and daydreaming or zoning out. It was evident that teachers used support strategies while teaching learners with mild ADHD to aid their learning such as catch up strategies, social and emotional support strategies, professional development strategies and reinforcement strategies. The study recommends, upgrading teachers understanding and strategies to use in teaching learners with mild ADHD through teacher training; and capacity building in form of CPD in schools. Keywords: ADHD, Disorder, Hyperactivity, Inattention, Impulsivity, Inclusive education, Teacher understanding, Support Strategies, Capacity building | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9332 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Exploring teachers’ perceptions of teaching learners with mild attention deficit hyperactivity disorder in selected inclusive primary schools in Lusaka district, Zambia. | |
| dc.type | Thesis |