Assessment of teaching and learning of preschooler’s with attention deficit disorder in the mainstream school in the Suhum Municipality

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.