How Teachers' perceptions shape the provision of support to Learners with Mild Attention Deficit Hyperactivity Disorder in Inclusive Primary Schools of Lusaka

Abstract : Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity and impulsivity, which causes functional impairment. The study unveiled a conceptual framework for supporting teachers teaching learners with mild ADHD in inclusive primary schools of Lusaka- Zambia, arising from their own perceptions of the learners with ADHD they teach. A descriptive design was used. The sample size involved 25 participants, which included 18 Class Teachers, 3 School Administrators and 4 MoE Officials. Homogeneous purposive sampling techniques was used to select class teachers and school administrators and expert purposive sampling techniques to select all MoE officials responsible for special education in the district. Data were collected using in-depth interviews guides, Focus Group Discussion guides and observation checklist. Analysis was thematic. Mixed perceptions were recorded from participants showing that few teachers had adequate understanding and most of the teachers had limited understanding due to inadequate preparation in Special education. Inadequate understanding of the condition largely influenced how they perceived learners with ADHD and how much support they provided to them. To address the negative perceptions on teaching of learners with ADHD in inclusive primary schools, Kabwe’s Framework (KF) of supporting teachers and learners with mild ADHD in inclusive schools was designed in order to promote inclusive education. The design recommends the participation and collaboration of various stakeholders as well as improved school environment that accommodates learners with ADHD.