Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/17818
Title: Elementary teacher perspectives of attention deficit hyperactivity disorder type behaviours in the classroom
Researcher: David, Neena
Guide(s): Datta, Vrinda
Keywords: Social Sciences
Elementary teacher
Hyperactivity disorder
Upload Date: 16-Apr-2014
University: Tata Institute of Social Sciences
Completed Date: 2013
Abstract: A commonly diagnosed childhood developmental disorder that impacts on a school going child s academic and social functioning is Attention Deficit Hyperactivity Disorder (ADHD). ADHD as defined by the American Psychiatric Association (2000) is a persistent pattern of inattention and /or hyperactivity- impulsivity that is more frequently displayed or more severe than is typically observed in individuals at a comparable level of development. The World Health Organization s Classification of Diseases (WHO, 1990) also recognizes this condition, referring to it as hyperkinetic disorders. ADHD is a complex phenomenon and needs to be understood in a more holistic, Biopsychosocial framework as opposed to the polarized conceptualizations that dominate research on ADHD. Schools in general and teachers in particular constitute an integral part of the child s environment and can play a significant role in recognizing and initiating interventions. Extant research highlighted that ADHD in India is essentially located in the school context with most clinic referrals being linked to academic concerns. Milder presentations of ADHD or sub clinical levels of ADHD that have been referred to as ADHD type behaviours in this study do not present themselves in clinic contexts, nevertheless children who experience these behaviours and teachers who are required to manage them on a daily basis do experience distress. The objectives of the study were to understand teacher perspectives in relation to ADHD type behaviours, the influence of school systemic factors on teacher responses and to incorporate their suggestions in designing a classroom based programme that would facilitate awareness, identification and early intervention for ADHD. A qualitative approach to research was adopted. The study was located in Bangalore Urban district and through the use of purposive sampling a selected group of teachers, heads of school and students were chosen from the elementary section of 5 schools.
Pagination: 356p.
URI: http://hdl.handle.net/10603/17818
Appears in Departments:School of Social Sciences

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02_declaration.pdf81.84 kBAdobe PDFView/Open
03_certificate.pdf81.78 kBAdobe PDFView/Open
04_contents.pdf84.22 kBAdobe PDFView/Open
05_list of figures.pdf82.85 kBAdobe PDFView/Open
06_list of tables.pdf81.88 kBAdobe PDFView/Open
07_acknowledgement.pdf85.95 kBAdobe PDFView/Open
08_abstract.pdf97.73 kBAdobe PDFView/Open
09_chapter 1.pdf279.74 kBAdobe PDFView/Open
10_chapter 2.pdf644.66 kBAdobe PDFView/Open
11_chapter 3.pdf490.03 kBAdobe PDFView/Open
12_chapter 4.pdf220.68 kBAdobe PDFView/Open
13_chapter 5.1.pdf480.12 kBAdobe PDFView/Open
14_chapter 5.2.pdf595.17 kBAdobe PDFView/Open
15_chapter 5.3.pdf866.34 kBAdobe PDFView/Open
16_chapter 6.pdf751.26 kBAdobe PDFView/Open
17_chapter 7.pdf420.25 kBAdobe PDFView/Open
18_references.pdf308.57 kBAdobe PDFView/Open


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