The following recommendations are made based on the research in relation to teachers’ experiences with the SIAS policy for learners with ADHD.
Firstly, a recurring theme that emerged from the data was that teachers had no exposure to the SIAS policy or its supporting tools. Due to the limited scope of this research, it would we important for this research to be conducted in various schools across the province to determine whether teachers require SIAS training from the GDE, as well as training on neurodevelopmental disorders in order to support the SIAS process.
Along with no exposure to the SIAS policy, the research findings suggest that teachers felt unequipped to deal with ADHD in the classroom. If we are to effectively implement social inclusion in South African schools, it would be important to evaluate if teachers need to be provided with teacher training on identifying ADHD and how to support learners with ADHD. This could be determined with a larger study that considers various schools across the province, as this research was confined to one setting. What was found at this site school was that teachers who have had training on ADHD are not training other teachers. Therefore, an important recommendation would be that cross-training needs to occur. This way teachers would also have access to information regarding ADHD and use the knowledge learnt to support learners with ADHD.
Another recurring theme in the research related to access to external support. Teachers reported that parents who do not have the financial means to access private support specialists are limited in the identification of learners as well as in the remediation of learners with ADHD. This is due to long waiting lists at government hospitals and the limited number of government specialists available to support the needs of learners with ADHD. My suggestion would be that upon further evaluation and research conducted in various schools across the province, it may be necessary to determine if the creation of specialist posts in all schools, irrespective of the quintile, such as educational psychologists and remedial therapists could assist in the provision of assess to support.
Due to the limited focus of the research, further exploration of the exosystem such as the policy on inclusion, education and support structures that are implemented for teachers at a district- based level and have an impact on their ability to screen, identify, assess and support learners with ADHD. The macrosystem could be explored by looking at laws and policies that govern classroom practices and how these laws and policies impact on teachers’ ability to include learners with ADHD. The chronosystem could be explored by looking at past experiences that have impacted and affected teacher models of inclusion as well as their ability to screen, identify, assess and support over time. This could provide valuable insight into the external factors that influence teachers’ experiences of the SIAS process when supporting learners with ADHD. Thus, this gap in the research has the potential to be further explored.
5.5. CONCLUSION
This chapter of the research provided a conclusion to the findings in relation to the research questions of this research. The chapter stipulated limitations to this study as well as the implications of this research and recommendations based on the findings of this research. The aim of this research was to explore teachers’ experiences with the SIAS policy for the support of learners with ADHD. It is hoped that the finding of this research will assist the Department of Basic Education by providing pertinent information about the roll-out of policies such as the SIAS policy and its implications and current standing when supporting learners in classrooms, so that all learners in South Africa may have access to support in schools. In the light of the limited research on the SIAS policy and its processes, this research adds to the body of
developing knowledge around ADHD and the SIAS process, and acts as a springboard for further research.
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ADDENDA ADDENDUM A- PERSONAL REFLECTION
This section of the research includes a critical refection on the process of completing this research
On reflection I have found this experience to be an amazing learning opportunity. My knowledge of ADHD has been enhanced with a greater depth and understanding of the relevant literature. I was equally excited to explore policy in South Africa and how that has impacted the education of learners with ADHD. Conducting this research challenged my personal perseverance and allowed me the opportunity to explore the strengths and weaknesses in my writing skills.
I enjoyed the process of conducting interviews with the teachers and found them to be willing to work and learn with me. Conducting interviews in a context so different from the one in which I currently work also re-opened my eyes to what is currently happening in government schools. Working with this site was an amazing opportunity as I was able to bear witness to the drive these teachers had in wanting to provide a better education for their learners. This provided me with a glimmer of hope in a country where we are faced with daily challenges in society and especially in the education of our youth. The experience also drew my attention to the expectation that is placed on teachers, as well as on how these expectations can be overwhelming for them. Thus, the role of an educational psychologist should be honed in on supporting these professionals with aspects such as neurodevelopmental disorders as we are the ones with the knowledge and understanding.
The journey has been a long one for me as I reflect now on some of the challenges I encountered through this process. The research site school was quite a far distance from me and travelling up and down took its toll on me. Another challenge was the amount of time it took to write up the transcriptions. I found this to be the most time-consuming process. As a reader, I enjoyed the process of reading up on literature, however, I found myself getting carried away with reading and would often spend days on reading before actually writing a sentence down. I was advised by a lecturer to just stop reading and write. These were difficult words to accept, however, I understand now that that was my specific form of procrastination. I have learnt that
as a researcher there is room for growth and improvement and realised just how invaluable supervision during this process is.
Whilst completing my data analysis I found myself in a back-and-forth movement when trying to understand what data was relevant to the study. I found coming back to my research question a challenge as I was provided with masses of information. This information, was also an opportunity of growth for me as a professional as it provided insights to me that I was unaware of as the research site has a very different context to the one I work in. I realised that my current context is very sheltered from the experiences most teachers in South Africa face. This made me feel even more privileged to work in the context in which I do.
In closing, this experience has been much like a Slinkey with many twists and turns and occasionally getting things tangled. Not to mention the constant back-and-forth process. Through constant learning and engagement with my supervisor I was able to grow in my knowledge of ADHD, policies that affect the education of our youth and in my ability to conduct research. Once I got the hang of it, I was able to enjoy that process.
ADDENDUM B- INTERVIEW SCHEDULE Research tool Interview questions: Research question
This research will focus on the SIAS policy, and how teachers use this policy document to guide them in the identification and support of learners with ADHD, the research will be focused on a primary school situated in the South of Johannesburg. The main research question is:
2. What are teachers’ experiences with the Screening Identification and Support tool for learners with ADHD?
The following sub-questions are core in investigating the role in teachers in identifying, supporting and including learners in their classrooms. They will allow for an in depth understanding of the main research question.
1.6 What are teachers’ understanding of ADHD?
1.7 What are teachers’ experiences with learners with ADHD, in the classroom? 1.8 How does the SIAS tool assist teachers with screening, identifying, assessment and
supporting of learners with ADHD?
1.9 What strategies do teachers use to support learners with ADHD in the classroom? Questions for the Interview:
1. What phase are you currently teaching in and what grade or grades? 2. How many years have you been teaching?
3. How many years of those have been in a government school? 4. If you were to define ADHD how would you define it?
• Here you can probe for more and ask them to explain.