Must I sit down? : a study of the experiences of secondary school male ADHD students with regards to their inclusion within the inclusive education system in Malta

Abstract

Inclusion means eliminating excluding barriers to meet the needs of all students alike whilst creating the environment where all participation is celebrated. Attention Deficit Hyperactivity Disorder is a hidden disability and it is highly prevalent among students, with 11% of children between the ages of 4 to 17 being diagnosed (DSM–V). Challenges met by students with ADHD affect their academic progress, their relationships and social life with the result that their wellbeing is affected. This study delves into investigating whether the experiences of students with ADHD is affecting their well-being and continues to identify the barriers that are limiting inclusion for these students. This is a qualitative research and made use of Interpretative Phenomenological Analysis to extract the salient themes for discussion whilst adhering to the theoretical framework of the social model of disability. This was done through analysing interviews carried out with six sixteen year old male secondary school students and six of their parents where their experiences were narrated. Analysis of findings showed that school presents these students and their parents with negative experiences which could be eliminated through understanding and collaboration between school staff, students and parents. More awareness of what teaching with ADHD in the classroom entails is needed to eliminate attitudes and fears still upheld by the teachers and sensed by students. Feasible suggestions for change conclude this study. The need for training in teaching methods to suit learning styles of students with ADHD was deemed as pivotal for academic engagement. Amendments of assessment methods and enforcing of existing policies, such as behaviour management and an updated role description of school staff, whilst providing extra support for teachers and for students, was also highlighted as the way forward to create inclusive schools.