Characterisations of inclusivity for children with ADHD in the school environment in Saudi Arabia

Abstract

The focus of this qualitative study was to investigate special education teachers' views and experiences in Saudi Arabian schools regarding teaching children with attention deficit hyperactivity disorder (ADHD) in universal classrooms.

Background The background of the study is to focus on the perceptions of special education teachers about children with ADHD. The various challenges experienced by learners with ADHD may face challenges such as: attention deficit, hyperactivity, violence impulsiveness, weak executive functioning, poor academic performance and social issues. These may affects the general physical condition.

Methodology The study embraced the qualitative descriptive design that yields data from six participants (head teachers) regarding views, challenges, and opportunities for students with ADHD.

Findings The findings of the research indicated that the use of assistive technologies, classroom accommodations, and the creation of a supportive environment should occur for the benefit of learners with health disorders. The discussed strategies and accommodations that are effective are with the adjustment of the classroom, positive reinforcement, behaviour management techniques, and assistive technologies usage. Nevertheless, the teachers themselves encountered obstacles such as resource insufficiency and poor training in e-learning, and these topics were raised by most teachers. Another finding of the study was the positive outcomes and success stories of the students who got support in their school academically and socially and who have now improved.

Recommendations Recommendations include teacher professional growth, cross-functional cooperation, widespread awareness, sequential implementation, and contextually appropriate studies. This study endorses a neurodiversity strategy that respects and encourages the special talents of students with ADHD within a fair and wholesome learning environment.