The Lived Experience of Educators who Teach Students who Have Attention Deficit Hyperactivity Disorder (ADHD): A Phenomenological Study
The Lived Experience of Educators who Teach Students who Have Attention Deficit Hyperactivity Disorder (ADHD): A Phenomenological Study
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Issue Date
2024
Authors
Armenta, Michelle
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Abstract
Kindergarten and first-grade students who have been diagnosed with attention deficit hyperactivity disorder (ADHD) may have additional learning needs impeding the learning of self and others. The purpose of the qualitative study was to investigate: (a) the successes, challenges, barriers, and needs of teachers working with students who have ADHD; (b) teachers' sense of self-efficacy in working with students who have ADHD; and (c) any differences in successes, challenges, barriers, and needs to mitigate the problem of how to teach kindergarten and first-grade students who have ADHD. A qualitative phenomenological research design guided the collection and analysis of data. This study’s participants were selected by using purposeful sampling and included general education and special education teachers from California and Texas who taught students in kindergarten or first grade with ADHD. Conducting semistructured interviews and inductive data analysis led to a better understanding of teacher self-efficacy and
characteristics to determine differentiated needs and themes. The objective was to learn about the participants’ lived experiences when teaching kindergarten or first-grade students with ADHD and any differentiated needs based on experiences and teacher characteristics. The responses from participants may assist (a) school leaders when selecting and creating effective professional development, (b) teacher professional developers when creating training, and (c) university officials when developing teacher education courses. Recommendations for future research include expanding the
geographical area and grade range of this study. Another recommendation is to conduct related research using an in-depth case study to research a teacher who instructs students who have ADHD and a teacher who instructs students who have autism.
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Keywords
education , special education , educational leadership , ADHD , elementary
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess