The special needs of children with Attention Deficit Hyperactivity Disorder (ADHD) : perceptions and issues

Abstract

This study investigates the perceptions towards ADHD of children, parents and teachers. Data for this research was collected via semi-structured interviews with eight boys diagnosed 'with' ADHD, their parents and current class-teacher. Results from this research indicate that most children perceived schooling and their class-teacher positively and favourite activities included less structured ones. They viewed their behaviour as inappropriate in class, in contrast with their behaviour at home. The latter finding disagrees with parental perceptions. The most common source of support for the children at school included a facilitator. Most children believed that both family and friends perceived them positively. As regards medication, older boys perceived it as being effective while younger ones perceived no improvement. Both parents and teachers described ADHD in medical terms and most teachers reported that they were not informed of this disorder. Both groups believed that the child had no control over his behaviour, and in most cases punishment and verbal reprimand were used to control him. Parents felt a need for more support from teachers and assessment agencies, while teachers requested more support from head teachers, parents and educational psychologists. Recommendations are then made in terms of multi-modal intervention; school and family support, a clearer understanding of ADHD among teachers and parents; a broad and balanced curriculum; routines and positive reinforcement.