Attention Deficit Hyperactivity Disorder: Training Outcomes for Grade R Teachers in an Urban and Semi-Rural Context

Autor/inn/en	de Jongh, Marguerite; Wium, Anna-Marie
Titel	Attention Deficit Hyperactivity Disorder: Training Outcomes for Grade R Teachers in an Urban and Semi-Rural Context
Quelle	In: South African Journal of Childhood Education, 11 (2021) 1, Artikel 894 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (de Jongh, Marguerite) ORCID (Wium, Anna-Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Preschool Children; Preschool Education; Preschool Teachers; Attention Deficit Hyperactivity Disorder; Students with Disabilities; Teacher Competencies; Faculty Development; Urban Schools; Rural Schools; Program Effectiveness + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen
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. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01