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The schooling experience of adolescent boys with AD/HD: An Australian case study
Gibbs, Kathryn Mercer, K. Louise Carrington, Suzanne
Gibbs, Kathryn
Mercer, K. Louise
Carrington, Suzanne
Abstract
This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD.
Keywords
Attention Deficit/Hyperactivity Disorder (AD/HD), Dynamic Developmental Theory (DDT) of AD/HD, education, parents, qualitative research, school, students, teachers
Date
2016
Type
Journal article
Journal
International Journal of Disability, Development and Education
Book
Volume
63
Issue
6
Page Range
608-622
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled