Exploring Teachers' Perceptions of Classroom-based Accommodation Among Students with ADHD in Inclusive Primary Schools in Buea, Cameroon.

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Bibliographic Details
Title:	Exploring Teachers' Perceptions of Classroom-based Accommodation Among Students with ADHD in Inclusive Primary Schools in Buea, Cameroon.
Authors:	Njikem, John¹
Source:	International Journal of Special Education. 2026 Special Issue, Vol. 41, p46-58. 13p.
Subject Terms:	Academic accommodations, Teacher attitudes, Attention-deficit hyperactivity disorder, Inclusive education, Primary schools, Psychology of students
Geographic Terms:	Cameroon
Abstract:	The study examined teachers' perceptions of the effects of classroom-based accommodations for children with or at risk of attention-deficit/hyperactivity disorder (ADHD) in four inclusive primary schools. The research involved 20 teachers and 27 students, ages 7-13, identified using an adapted DSM-5 checklist. Following two weeks of professional development sessions with selected teachers focused on ADHD classroom management, an eight-week intervention was implemented. Data was collected through a teacher feedback survey and classroom observations. Findings showed that teachers across all three intervention groups observed improvements in students' concentration, peer socialization, and academic performance. Additionally, a combined intervention strategy comprising environmental modifications and behavior management was perceived as the most effective classroom accommodation, with about 90% of teachers rating it as effective. The study offers valuable insights into inclusive classroom practices that support students with or at risk of ADHD, especially in the African education context, along with recommendations for future research. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The study examined teachers' perceptions of the effects of classroom-based accommodations for children with or at risk of attention-deficit/hyperactivity disorder (ADHD) in four inclusive primary schools. The research involved 20 teachers and 27 students, ages 7-13, identified using an adapted DSM-5 checklist. Following two weeks of professional development sessions with selected teachers focused on ADHD classroom management, an eight-week intervention was implemented. Data was collected through a teacher feedback survey and classroom observations. Findings showed that teachers across all three intervention groups observed improvements in students' concentration, peer socialization, and academic performance. Additionally, a combined intervention strategy comprising environmental modifications and behavior management was perceived as the most effective classroom accommodation, with about 90% of teachers rating it as effective. The study offers valuable insights into inclusive classroom practices that support students with or at risk of ADHD, especially in the African education context, along with recommendations for future research. [ABSTRACT FROM AUTHOR]
ISSN:	08273383