Literature Review: Supporting Grade 4 Teachers in Mainstream Classrooms for
Learners with ADHD
1. Introduction
My literature review looks at the research about helping Grade 4 teachers include
learners with Attention-Deficit/Hyperactivity Disorder (ADHD) in mainstream
classrooms. The review is organised around three main themes: the teaching and
behaviour challenges teachers face, the strategies they use to cope, and the support
they say they need.
The reason for this review is that there is a big gap between South Africa's inclusive
education policy and what actually happens in classrooms. Education White Paper 6
(Department of Education, 2001) says all learners should be included in mainstream
schools, but teachers often feel they are not prepared or supported to do this (Oswald &
de Villiers, 2013; Nel et al., 2016). This review brings together international and South
African research to understand the problem and find gaps in what we know.
, 2. Understanding ADHD and Inclusive Education
2.1 What is ADHD and How Does It Affect Learning?
ADHD is a condition that affects how a person pays attention, controls their impulses,
and manages their activity levels. In the classroom, learners with ADHD may find it hard
to sit still, follow instructions, wait their turn, or focus on tasks. Loe and Feldman (2007)
found that these behaviours can lead to poor grades, low self-esteem, feeling like a
failure, and being rejected by other learners.
Research in the Lejweleputswa district showed that teachers often have negative
feelings about teaching learners with ADHD. They feel these learners need extra time
and effort and are pessimistic about how well they can teach them. This is concerning
because inclusive policies require that learners with ADHD be taught in mainstream
schools, so teachers have to work with these learners every day.
2.2 South Africa's Policy on Inclusive Education
South Africa's Education White Paper 6 (Department of Education, 2001) says that all
learners should be included in mainstream education. This policy moves away from the
old idea that the learner is the problem, to a new idea that the school system should
remove barriers to learning. The Screening, Identification, Assessment and Support
(SIAS) policy also says teachers must support learners with barriers to learning.
However, research shows there is a big gap between what the policy says and what
happens in practice. Engelbrecht et al. (2016) found that while policies are good in
theory, schools face many obstacles in making them work. Teachers are expected to
Learners with ADHD
1. Introduction
My literature review looks at the research about helping Grade 4 teachers include
learners with Attention-Deficit/Hyperactivity Disorder (ADHD) in mainstream
classrooms. The review is organised around three main themes: the teaching and
behaviour challenges teachers face, the strategies they use to cope, and the support
they say they need.
The reason for this review is that there is a big gap between South Africa's inclusive
education policy and what actually happens in classrooms. Education White Paper 6
(Department of Education, 2001) says all learners should be included in mainstream
schools, but teachers often feel they are not prepared or supported to do this (Oswald &
de Villiers, 2013; Nel et al., 2016). This review brings together international and South
African research to understand the problem and find gaps in what we know.
, 2. Understanding ADHD and Inclusive Education
2.1 What is ADHD and How Does It Affect Learning?
ADHD is a condition that affects how a person pays attention, controls their impulses,
and manages their activity levels. In the classroom, learners with ADHD may find it hard
to sit still, follow instructions, wait their turn, or focus on tasks. Loe and Feldman (2007)
found that these behaviours can lead to poor grades, low self-esteem, feeling like a
failure, and being rejected by other learners.
Research in the Lejweleputswa district showed that teachers often have negative
feelings about teaching learners with ADHD. They feel these learners need extra time
and effort and are pessimistic about how well they can teach them. This is concerning
because inclusive policies require that learners with ADHD be taught in mainstream
schools, so teachers have to work with these learners every day.
2.2 South Africa's Policy on Inclusive Education
South Africa's Education White Paper 6 (Department of Education, 2001) says that all
learners should be included in mainstream education. This policy moves away from the
old idea that the learner is the problem, to a new idea that the school system should
remove barriers to learning. The Screening, Identification, Assessment and Support
(SIAS) policy also says teachers must support learners with barriers to learning.
However, research shows there is a big gap between what the policy says and what
happens in practice. Engelbrecht et al. (2016) found that while policies are good in
theory, schools face many obstacles in making them work. Teachers are expected to
