'n Psigo-opleidingsprogram vir onderwysers oor aandagtekort-hiperaktiwiteitsversteuring by kinders

English: Attention-Deficit Hyperactivity Disorder (ADHD) is a heterogeneous disorder with multiple etiologies that impairs individual, family, scholastic and social functioning and is found in 3-5 % of school age children. The salient characteristics of children with ADHD is a persistent pattern of developmentally inappropriate inattention and/or hyperactivity, that was present before the age of seven years and appears in at least two different settings, for example at school and at home. In South Africa, where inclusive education is a reality, the consequences are that mainstream educators not only have to accommodate larger number of learners, but also more learners with specific learning barriers and needs. The principle aim of this study was therefore to determine if the psycho-developmental programme, "Challenging ADHD: a Guide for Educators", could make a difference in the knowledge and skills of educators in identifying and managing learners with ADHD. If there is a difference after receiving training in the implementation of the programme in the identification and management of children with ADHD, it could benefit the child's development as well. The study of existing literature on ADHD was intended to provide a general impression of the research that has already been done on this subject. Special attention was given to the linking of behavioural descriptions and cognitive functioning with neurological processes and cerebral areas and also to the influence of the primary symptoms of ADHD on social, cognitive and academic functioning. The treatment strategies mentioned in the literature -: and especially their educational aspects - were investigated in order to clarify the strategies that could be used for teaching. Early identification and treatment of symptoms of ADHD can have a positive effect on the course and outcome of this disorder. It was apparent from the literature that the development and the course of ADHD are determined by the interaction between genetic predispositions and psychosocial factors. The outcome also depends on family equilibrium and aggressiveness during childhood and the severity of the symptoms. It seems, however, as if malfunctioning of the complex, diffuse circuits between cerebral structures, causes the impairment in cognitive functioning and as if several neurotransmitters might be involved in the development of ADHD. ADHD appears to be a group of different behavioural problems namely attention deficit, hyperactivity and impulsivity. Each has a specific neural substrate of varying severity, that occurs in different combinations and that displays a common response to psycho stimulants. The treatment strategy, which has so far been found to be most successful, is a combination of behavioral therapy and medication. With reference to the literature regarding the educator's identification and management of learners with ADHD, the following hypothesis was framed: That educators' knowledge can be changed through the psycho-developmental programme, "Challenging ADHD: a Guide for Educators" (experimental group) on how to identify and manage learners with ADHD in class. In order to test this hypothesis, 90 Gr.l - Gr. 3 educators, were chosen from 10 different schools of the Western Cape Education Department, EMDC Metropole-North. The two groups were paired with reference to the identified nuisance variables. The subtest scores, as obtained by the two groups after completion of questionnaires, which consist of 139 questions, were compared. The experimental group only was exposed to the psychodevelopmental programme. Training of the educators in the implementation of the psycho-developmental programme took place over 6 weeks (one session per week). The questionnaires were completed before and after the training (experimental group only) and compared. Statistical analysis revealed the following results: There was a significant difference (at the 1% level) with regard to the average subtest scores, of the two groups. Statistical analysis of data showed that the psycho developmental programme added value to the educators knowledge and insight in identifying and manageing learners with ADHD. The hypothesis that educators gained knowledge, skills and insight by training them in the implementation of the psycho-developmental programme, "Challenging ADHD: a Guide for Educators", was confirmed. This programme does have the potential to be successful for improving the knowledge and insight of educators.