Abstract:
The purpose of the study was to assists teachers’ assessment of learners with attention
deficit disorder in teaching and learning in the mainstream schools in the Suhum
Municipality. The sequential explanatory design was employed. The total population
size was 56 early childhood teachers and learners in the Municipality. A census
selection was employed to select 50 teachers. The sampling technique led to the
selection of Early childhood teachers in the Municipality based on their academic
qualification in the Municipality. Maximal variation sampling technique allows the
researcher to categorise participants according to their different academic,
professional qualification and gender, for data collection. (6) pupils were selected
through purposive sampling technique by observation. Two instruments, interview
guide and a questionnaire were used for data collection. Findings from objective one,
prevalence of ADHD symptoms as rated by teachers, the study found out that
majority of the respondents affirmed that there are about 1-5 pupils with ADHD in
their class. Findings from objective two, teachers’ assessment of learners with ADHD
in the sociopersonal context suggest with most of the respondents were of the view
that pupils with ADHD; make careless mistakes in school work often had difficulty
sustaining attention in task or play, often had difficulty organizing task and activities.
from objective three signifies that a huge percentage of the respondents affirmed that
pupils with ADHD have trouble following instructions often forget to write down
homework assignments, do them, or bring completed work to school. The following
recommendations were suggested that Managing pre-scholars with ADHD is very
difficult and so teachers are encouraged to do their best to create a conducive
atmosphere for such pupils in the classroom. The characteristics of pupils with
ADHD portrays them as destructive but teachers are advised to organize class
activities to meet the unique needs of every pupil in the classroom. Teachers are
urged to monitor the pupils with ADHA in class and especially during lessons since
they may disrupt the process and disturb other pupils.
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, Submitted to the School of
Graduate Studies, in Partial fulfillment
of the requirement for the award of degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba