Exploring Teachers' Perceptions of Classroom-based Accommodation Among Students with ADHD in Inclusive Primary Schools in Buea, Cameroon.
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| Title: | Exploring Teachers' Perceptions of Classroom-based Accommodation Among Students with ADHD in Inclusive Primary Schools in Buea, Cameroon. |
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| 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] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194880243 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194880243 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 46 Subjects: – SubjectFull: Academic accommodations Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Attention-deficit hyperactivity disorder Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Cameroon Type: general Titles: – TitleFull: Exploring Teachers' Perceptions of Classroom-based Accommodation Among Students with ADHD in Inclusive Primary Schools in Buea, Cameroon. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Njikem, John IsPartOfRelationships: – BibEntity: Dates: – D: 03 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
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