Adhd In The Classroom

Behaviour therapy and interventions training for parents have a positive effect and gives positive results when it comes to the treatment of ADHD). This means that the training of teachers to manage the behaviour of the child diagnosed with ADHD must be an important first step for classroom management. This training would need to include knowledge of symptoms and treatment of diagnosing ADHD, as well as managing the behaviour of the child in the classroom. The classroom is an important surrounding for students, and teachers have to manage students with different needs in their classroom (Bekle, 2004; Kos,2004; Shin & Koh, 2007). Classroom management strategies of (CMS) is important for the educational progress of students as well as the emotional

For this reason, it is very important for teachers to be able to manage each student’s personal, emotional, and social needs (Arcia, Frank, Sanchez-LaCay, & Fernaindez, 2000). Which results in positive consequences as well as future success for students with ADHD (Du Paul& Power, 2008; Montague & Warger, 1997; Ohan, Cormier, Hepp, Visser, & Strain, 2008).Teachers’ views of students who display ADHD-type behaviours are affected by their knowledge of ADHD (Ohan, Cormier, Hepp, Visser, & Strain, 2008). It is therefore of importance that teachers have a high level of ADHD-specific knowledge and positive and encouraging attitude towards learners who display ADHD-type behaviours in order to avoid failure to/or when detecting students who is in need of educational/behavioural support and/or a referral for assessment (Mulholland et al.,

Mainstream education instructors, lack the understanding, tolerance and knowledge to work with ADHD learners (Dore, 2010). They pretend not to see behavioural problems, or sometimes to shut the learner out from class lessons (Ramphal, 2010). According to Perold, Louw and Kleynhans (2010) there is a generous lack of knowledge amongst teachers when it comes to certain key areas of ADHD. Teachers also indicated that they lack training in the field of ADHD and the management of the ADHD when it manifests itself in the classroom setting. Hariparsad (2010) found that teachers required more training on teaching children diagnosed with ADHD, as in-service training on the matter had not been provided by the Department of Education. Research in South Africa suggests that educators, as a means of managing their classrooms, engage learners who may have ADHD in alternative tasks such as sweeping the classroom, taking messages to other teachers or additional academic work in class (Lopes, Eloff, Howie & Maree, 2009). In the context of an inclusive classroom, teachers need to ensure that children with ADHD participate in the curriculum and classroom activities. In an emerging