Inclusion strategies and resulting participation of students with ADHD in physical education

Abstract

Following the notion that 'recreation can enhance the lives of children with ADHD' (Lullo & Puymbroeck, 2006, p. 20), this research study aims at investigating the relationship between the child with Attention Deficit Hyperactivity Disorder (ADHD) and the school environment. Research shows, that the relationship between the student and the environment (pupil-environment fit) is more favourable towards typically developing children, than it is for those with disabilities. This study was investigated in 3 different church schools targeting 3 pupils with ADHD from each school. Data was collected by using interviews carried out with the physical education (P.E.) teachers and through observations performed by the researcher himself, using an observation checklist which was produced to provide guidelines during this phase. The interviews were aimed at gathering information about the teachers' perspectives regarding ways in which they were adapting the P.E. lesson to cater for all students, thus facilitating inclusion. Each pupil was observed once during a P.E. lesson. Through this observation the researcher further focused on identifying ways in which the teacher is adapting the lesson, and additionally on observing the pupils' participation in return. This study was conducted using a qualitative approach so as to enrich the findings. Inclusion criteria targeted pupils who (1) were diagnosed with ADHD, (2) attended a primary inclusive church school and, (3) were between the ages of 5-10 years respectively. When teachers select and implement successful instructional strategies and adaptations, it is imperative to understand the characteristics of the child, including those pertaining to disabilities or diagnoses. This research will be useful in the evaluation and implementation of successful practices, which are often the same practices that benefit students without ADHD.