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ERIC Number: EJ1023228
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0827-3383
ADHD in Indian Elementary Classrooms: Understanding Teacher Perspectives
David, Neena
International Journal of Special Education, v28 n2 p4-16 2013
ADHD in India is culturally viewed as a school specific condition. Parents perceive accessing child psychiatric services as stigmatizing and prefer educational interventions for ADHD. There is a crucial need for research that restructures information and intervention paradigms about ADHD within a school context. The objectives of the present study were to understand teacher perspectives in relation to ADHD behaviours as they present in mainstream elementary classrooms. Located in Bangalore Urban district, India, the purposive sample consisted of teachers and students from the elementary section of 5 regular schools. Data was obtained through in-depth interviews, classroom observations and responses to vignettes. Responses were qualitatively analysed for themes and main concepts. Results indicate that teachers use a framework model to locate the construct of ADHD in a developmental context. ADHD behaviours are attributed to parent disciplining styles and environmental factors such as over exposure to electronic media. Teachers respond to classroom challenging behaviours using directive and heuristic strategies. The study highlights the need to recognize cultural complexities in understanding the ADHD construct.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
Grant or Contract Numbers: N/A