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04 SES 17 E: Teachers Experiencing Inclusion
Paper Session
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04. Inclusive Education
Paper Tensions & Contradictions: Exploring Post-Primary Teachers’ Perspectives and Experiences of Students with Attention Deficit Hyperactivity Disorder (ADHD) 1University of Galway, Ireland; 2Marino Institute of Education, Ireland Presenting Author:Attention Deficit Hyperactivity Disorder (ADHD) is a common neurodevelopmental condition, yet it was only within the last decade in Ireland that ADHD transitioned from being relatively unknown, to being the most frequent reason why Irish children attend mental health services (Carr-Fanning & Mc Guckin, 2018). However, those affected by ADHD often experience difficulties relating to the recognition of their condition, along with scepticism, stigma, and misdiagnosis (Adamis et al., 2019; Carr-Fanning & McGuckin, 2018). Furthermore, understanding and acceptance of the condition varies greatly among medical professionals and teachers alike, whose knowledge of ADHD generally may be very limited (Gavin & Mc Nicholas, 2018). Additionally, numerous gaps exist within the Irish body of research on ADHD (Lynch, 2016). Most studies are situated in the field of clinical psychology where quantitative methods of enquiry predominate (see: Adamis et al., 2023; O’Connor & McNicholas, 2020), while mixed and qualitative methods are underutilised. The same is true of international literature where quantitative surveys appear to be the preferred method for researching ADHD (Ewe, 2019). Few studies of ADHD have been conducted within the Irish educational context, and extant research has largely focused on primary education (see: Nolan et al., 2022), leaving a conspicuous dearth of ADHD enquiry among diagnosed adolescents (see: Lynch & Davison, 2022) and post-primary teachers in Ireland. Previous research with these populations has typically considered ADHD in conjunction with other additional needs (Barnes-Holmes et al., 2013), or through the perspectives of non-affected peers and the parents of diagnosed young adults (see: O’Driscoll et al., 2015). This paper therefore aims to explore the perspectives and experiences of post-primary teachers in Irish schools regarding students with ADHD. The rationale for this research not only stems from the gaps in Irish ADHD literature, but also from the fact that students with ADHD commonly experience poorer relationships with their teachers (Zendarski et al., 2020), and students with ADHD often feel less close to their teachers than other students (Ewe, 2019). However, strong student-teacher relationships can positively impact school engagement and improve academic outcomes (Valdebenito et al., 2022), while reducing behavioural issues. Therefore, by understanding post-primary teachers’ perspectives and experiences of students with ADHD, the insights gained could potentially improve the quality of teachers’ relationships with these students, which may subsequently result in more positive educational outcomes for adolescents affected by ADHD. Methodology, Methods, Research Instruments or Sources Used This research examined the perspectives and experiences of Irish post-primary teachers regarding students diagnosed with ADHD and received university-level ethical approval. The study utilised a parallel mixed-methods research (MMR) design and was situated in the Interpretivist paradigm. Although a large portion of previous MMR is situated within positivist perspectives, there is a growing body of MMR research similarly situated in paradigms like Interpretivism, which is more traditionally associated with qualitative research (see: McChesney & Aldridge, 2019). The methodology consisted of an anonymous self-administered online questionnaire (n=239) to Irish post-primary teachers, containing both open and closed questions, and an optional semi-structured interview. Eight teachers agreed to participate in a follow-up interview. Interviews are rarely utilised in Irish research on ADHD and this facilitated a deeper exploration of teachers’ perspectives and experiences of students with ADHD. These instruments were developed by the authors of this paper and explored teachers’ views and opinions of ADHD, its impact in the classroom, and their experiences of diagnosed students. The instruments were piloted with post-primary teachers prior to use. Semi-structured interview data was analysed according to the thematic approach advocated by Braun and Clarke which included modifications based on Grounded Theory (Charmaz, 2014). Each interview was transcribed verbatim, and pseudonyms were employed. Each transcript was coded line-by-line using gerunds, and memos were taken to record insights and observations while highlighting possible emerging patterns and connections between interviews (Charmaz, 2014). Codes were then sorted and grouped into a spreadsheet, and data from the interviews and questionnaire were extracted to illustrate the level of support for each emerging theme and subtheme. The strongest themes and subthemes were identified and then each underwent a process of refinement including visual mapping and final write-up. A total of 4 themes were developed, two of which are presented in this paper. Conclusions, Expected Outcomes or Findings Teachers reported that students with ADHD presented numerous challenges in the classroom which had a negative impact on teaching and learning, and they felt professionally ill-equipped to properly support their students. Although some participants identified positive elements related to teaching students with ADHD, most perceived these students as negatively impacting teaching and learning, both for themselves and for other students. Teachers reported that students with ADHD were challenging to manage and often described them as “bold” (misbehaving). Some also opined that students with ADHD use their diagnosis as an excuse for non-compliance and underperformance in the classroom. Teachers reported their initial teacher education did not prepare them for supporting students with ADHD, although more favourable opinions were expressed regarding the efficacy of continuing professional development in this regard. We posit that the negative perceptions of students with ADHD reported in this study largely stem from systemic issues within the Irish educational system, and a lack of knowledge and understanding of ADHD among practitioners. We argue there are multiple tensions and contradictions at play within the Irish educational system which may be impacting both teachers’ perspectives of students with ADHD and the inclusion of these students in the larger post-primary context. We believe that the concerns raised in this research will necessitate a collaborative and systems approach of diverse education stakeholders to effectively address educational inequities. References Adamis, D., Tatlow-Golden, M., Gavin, B. & McNicholas, F. (2019). General practitioners’ (GP) attitudes and knowledge about attention deficit hyperactivity disorder (ADHD) in Ireland. Irish Journal of Medical Science, 188, 231–239. doi.org/10.1007/s11845-018-1804-3 Barnes-Holmes, Y., Scanlon, G., Desmond, D., Shevlin, M. & Vahey, N. (2013). A study of transition from primary to post-primary school for pupils with special educational needs. National Council for Special Education. https://ncse.ie/wp-content/uploads/2014/10/Transitions_23_03_13.pdf Carr-Fanning, K. & McGuckin, C. (2018). The powerless or the empowered? Stakeholders’ experiences of diagnosis and treatment for attention-deficit hyperactivity disorder in Ireland. Irish Journal of Psychological Medicine, 35, 203-212. doi:10.1017/ipm.2018.13 Charmaz, K. (2014) Constructing grounded theory (2nd ed.). Sage Publications. Ewe, L. P. (2019). ADHD symptoms and the teacher-student relationship: A systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136–155. doi:10.1080/13632752.2019.1597562 Gavin, B. & McNicholas, F. (2018). ADHD: science, stigma and service implications. Irish Journal of Psychological Medicine, 35(3), 169–172. https://doi-org.elib.tcd.ie/10.1017/ipm.2018.20 Lynch, A. (2016). Identifying knowledge gaps in ADHD research. Journal of Childhood & Developmental Disorders, 2(3), 1-3. doi:10.4172/2472-1786.100035 Lynch, A. & Davison, K. (2022). Gendered expectations on the recognition of ADHD in young women and educational implications. Irish Educational Studies. doi: 10.1080/03323315.2022.2032264 McChesney, K. & Aldridge, J. (2019). Weaving an interpretivist stance throughout mixed methods research. International Journal of Research & Method in Education, 42(3), 225-238. doi: 10.1080/1743727X.2019.1590811 Nolan, C., Murphy, C. & Kelly, M. (2022). Using the IRAP to investigate gender biases towards ADHD and anxiety. The Psychological Record, 72, 111-117. doi.org/10.1007/s40732-021-00474-x O’Driscoll, C., Heary, C., Hennessy, E. & McKeague, L. (2015). Adolescents’ explanations for the exclusion of peers with mental health problems: An insight into stigma. Sage Publications. doi-org.elib.tcd.ie/10.1177/0743558414550246 O'Connor C, McNicholas F. (2020). What differentiates children with ADHD symptoms who do and do not receive a formal diagnosis? Results from a prospective longitudinal cohort study. Child Psychiatry and Human Development, 51(1), 138-150. doi: 10.1007/s10578-019-00917-1. PMID: 31385105. Valdebenito, S., Speyer, L., Murray, A.L., Ribeaud, D. & Eisner, M. (2022). Associations between student-teacher bonds and oppositional behavior against teachers in adolescence: A longitudinal analysis from ages 11 to 15. Journal of Youth and Adolescence 51, 1997–2007. doi.org/10.1007/s10964-022-01645-x Zendarski, N., Haebich, K., Bhide, S., Quek, J., Nicholson, J., Jacobs, K., Efron, D. & Scibberas, E. (2020). Student-teacher relationship quality in children with and without ADHD: A cross-sectional community based study. Early Childhood Research Quarterly, 51, 275-284. doi.org/10.1016/j.ecresq.2019.12.006 04. Inclusive Education
Paper Teachers’ perceptions on Inclusive Education for children with Autism Spectrum Condition (ASC) in Cyprus University of Northampton, UK Presenting Author:An essential component of the 1999, Cyprus introduced legislation to promote the inclusion of children with disabilities, affirming their fundamental right to access mainstream education. This law established special education units (classes specifically for children with disabilities) within regular schools, offering individual and group support while promoting inclusion in regular classes. However, following an assessment carried out by a UN committee in 2017, it appeared that the existing legislation (Law 113(I)/99) did not respond effectively to the needs of children with disabilities. Then, with the guidance of experts from the European Organization for Special and Inclusive Education, the Ministry of Education, Sports and Youth of Cyprus (MOEC), in 2021, a new reform began to be planned, aiming at a new legislative framework that is Inclusive Education. This framework extends the right of children with disabilities, including those with Autism Spectrum Conditions (ASC), not simply to be in mainstream education, while emphasizing their fundamental right to be educated, to receive quality education. he existing legislation is a major step towards the integration of children with disabilities in mainstream schools and the alignment of the Cypriot education system with international practice (Angelides, Charalambous & Vrasida, 2004). However, there are still some important ideological controversies that concern the rhetoric of integration and the implementation of segregating practices (Liasidou, 2007a). Numerous researchers stress the importance of the exploration of teachers’ professional background and their attitudes and beliefs regarding inclusive education, for the successful adoption of an inclusive approach to education, as they are the eventual implementers of integration or inclusive practices (Symenidou & Phtiaka, 2009). The following research study investigates the views and attitudes of Cypriot teachers towards the policy of inclusive education of pupils with Autism Spectrum Condition (ASC) in mainstream schools. The purpose of the research is to conduct a valuation concerning teachers’ views and understanding of ASC, their perceptions and attitudes on the education of children with ASC and how the perceptions they have affect the implementation of inclusive education for children with ASC in mainstream schools. The sample of the research study consists mainly of primary school teachers, who teach in three schools with Special Education Units (SEU) and three schools without SEUs, in the Limassol district. The literature review led to the identification of an inequality in research undertaken on inclusive education of pupils with ASC in mainstream schools. The issue of inclusive education of students with ASC has been addressed only from a legal-administrative but also an organizational level. The educational and emotional aspects of the subject have so far not been addressed by the scientific Cypriot literature, which lacks research and empirical data. Furthermore, the connection between the challenges affecting children with ASC and the creation of an inclusive educational environment specifically for them has not yet been addressed in any consistent way and is something that needed to be explored. Most of the research undertaken in the Cypriot school set up to this day, is comprised of data collected for special needs in general, inclusion for children with disabilities or perceptions on inclusive education of children with disabilities, and none for ASC specifically. This has led to the need for further investigation of teachers’ perceptions regarding inclusive education of children with ASC, and to the present research study, which aims to fill the existing gap in the literature. Hence, I will be presenting the outcomes from the two phases of my research: initial quantitative data collection through questionnaires, followed by qualitative analysis through semi-structured interviews. The findings raised concerns about teachers' attitudes toward inclusive education for children with ASC, highlighting the need for its implementation. Methodology, Methods, Research Instruments or Sources Used The objective of the present study is to conduct an explanatory case study regarding teachers’ perceptions on the education of children with ASD, the training of these teachers on the topic of inclusive education and their satisfaction with the implementation of inclusive education. To carry out scientific research, a necessary prerequisite is the development of a specific methodology in which this research will be conducted (Cohen, Manion & Morrison, 2007). The research questions of this study, provide the basis for the methodological paradigm chosen, and are the following: 1. What is the level of understanding of ASC by teachers? 2. How able are Cypriot teachers in assisting children with ASC in an inclusive educational setting without applying segregative practices? 3. How do the perceptions and attitudes of Cypriot educators on ASC, influence the effective implementation of inclusive education of children with ASC? The present research study had two phases. Α rigorous random sampling process was employed to select three primary schools with Special Education Units (SEUs) and an equivalent number of primary schools without SEUs in the Limassol district. The research sample consisted of teachers from these six selected schools. A comprehensive data collection approach involved the administration of questionnaires and subsequent interviews to explore the perceptions and views of the participants, in alignment with the research questions. The interviews were undertaken to provide further meaningful and in-depth information. The data underwent meticulous analysis, employing both descriptive statistics and appropriate inferential statistical methods. Statistical software tools, namely SPSS.IBM.25 and NVivo, were instrumental in executing the process of statistical analysis. Conclusions, Expected Outcomes or Findings The conclusions arising from the extensive exploration of the attitudes and perceptions of Cypriot teachers regarding the inclusive education of students with ASC were presented. The primary contribution of this study to the theoretical debate and the understanding of the attitudes and perceptions of educators was featured, after the acknowledgement of and the reflection on the limitations of the study. These have provided the formation of a comprehensive narrative of the study. The study has illuminated two critical dimensions of the attitudes of Cypriot teachers towards the inclusive education of children with ASC. The first one being the revelation that a majority of teachers display limited knowledge and hold misconceptions about ASC and differentiated teaching. This is coupled with the second dimension, which is the identification of anxiety and apprehension amongst teachers, concerning the inclusive education of children with ASC and the implementation of differentiated teaching practices. These underline a pressing need for broad and targeted teacher training programs in Cyprus, but also the necessity for the provision of structured support systems in the Cypriot education system, which include materials, staff, accessible resources and technical support. An essential revelation of the study is the prevailing segregative orientation within the Cypriot educational system, which undermines the principles of inclusive education. The existence of Special Schools, Special Education Units and special education teachers who take students out of their classrooms, are practices which contradict the vision toward an inclusive framework of education, creating an immense need for the critical evaluation of these systemic barriers in the Cypriot Education System. To conclude, the incorporation of the findings of the research study with the theoretical framework of the literature review, has created research which has contributed to the discussion on the inclusive education of children with ASC in Cyprus mainstream schools. References Angelides, P., Charalambous, C., & Vrasida, C. (2004). Reflections on policy and practice of inclusive education in pre-primary schools in Cyprus, European Journal of Special Needs Education, 18, (2), 211-223. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge. Liasidou, A. (2007a). Inclusive education policies and the feasibility of educational change: the case of Cyprus, International Studies in Sociology of Education, 17, (4), 329-347. N. 113(I)/99. Integration of Children with Special Needs Act. Official Gazette of the Republic of Cyprus. (in Greek). | ||