LITERACY STRATEGIES FOR FACILITATING LEARNING FOR THE ATTENTlON-DEFICIT/HYPERACTlVITY DISORDERED

Abstract

The study investigated the extent of teacher's identification of the symptoms of attention-deficit/hyperactivity disorder and the literacy strategies the teachers can use to facilitate learning for such learners. Two research questions and one hypothesis guided the study. The design of the study was descriptive survey. The area of the study was the eastern part of Nigeria, Teachers constituted the target population. Simple random sampling technique was used to select twenty schools from each of the five states that make up the eastern part of Nigeria. Proportionate random sampling technique was used to select a sample size of two thousand five hundred teachers. The instrument for data collection was a questionnaire developed by the researchers. Mean scores were used to answer the research questions while t-test was used to test the hypothesis at 0.05 level of significance. The findings revealed that teachers could not identify some of the symptoms of attention-deficit/hyperactivity disorder and they do not perceive some instructional strategies appropriate for facilitating learning for the attention deficit/hyperactivity disordered. Based on the findings, the researchers recommended that teachers should encourage peer tutoring, integrate both literacy and memory strategies into the motivation training for the children, reinforce extensively and focus on the areas where affected children do well, exploiting their strengths to improve their behaviour.