Review of Literature
3.1 Introduction
A comprehensive, continuing literature review is essential in any research, involving the
selection of those sources most relevant to the research questions. The ongoing nature of the
review has been particularly important in the present research, as a great deal continues to be
written about the “evolving concept” of Attention Deficit Hyperactivity Disorder (ADHD)
(British Psychological Society, 1996, p.8). Selected sources can be used to help devise a
theoretical or analytical framework. They are also useful in identifying key issues and providing
ideas for classifying and presenting data (Bell, 1999). There are various suggestions as to the
definition and format of a literature review (Phillips and Pugh, 1998; Bell, 1999; Rudestam and
Newton, 2001; Delamont, 2002; Gorard, 2004). “Researchers use the scholarly literature in a
study to present results of similar studies, to relate the present study to the ongoing dialogue in
the literature, and to provide a framework for comparing results of a study with other studies”
(Creswell, 2003, p.46). The literature review begins by describing the overall legislative
framework in which the present research is set (section3.2).
The section opens with an outline of the international context, before focusing on the UK
context and the local perspective. The main focus is the concept of inclusive education, with
reference made to Special Educational Needs (SEN) in general and ADHD in particular. The
next two sections focus on theory and ADHD and are inter-related. It is important to examine the
theory on several levels including (A) the abstract concept of the disorder, (B) its manifestations
in everyday life and (C) assessment procedures including rating scales and observation
techniques. Section3.3 begins with a detailed examination of general background features of the
concept of ADHD, “the central phenomenon being addressed” (Creswell, 2003, p.45). Section
3.1 Introduction
A comprehensive, continuing literature review is essential in any research, involving the
selection of those sources most relevant to the research questions. The ongoing nature of the
review has been particularly important in the present research, as a great deal continues to be
written about the “evolving concept” of Attention Deficit Hyperactivity Disorder (ADHD)
(British Psychological Society, 1996, p.8). Selected sources can be used to help devise a
theoretical or analytical framework. They are also useful in identifying key issues and providing
ideas for classifying and presenting data (Bell, 1999). There are various suggestions as to the
definition and format of a literature review (Phillips and Pugh, 1998; Bell, 1999; Rudestam and
Newton, 2001; Delamont, 2002; Gorard, 2004). “Researchers use the scholarly literature in a
study to present results of similar studies, to relate the present study to the ongoing dialogue in
the literature, and to provide a framework for comparing results of a study with other studies”
(Creswell, 2003, p.46). The literature review begins by describing the overall legislative
framework in which the present research is set (section3.2).
The section opens with an outline of the international context, before focusing on the UK
context and the local perspective. The main focus is the concept of inclusive education, with
reference made to Special Educational Needs (SEN) in general and ADHD in particular. The
next two sections focus on theory and ADHD and are inter-related. It is important to examine the
theory on several levels including (A) the abstract concept of the disorder, (B) its manifestations
in everyday life and (C) assessment procedures including rating scales and observation
techniques. Section3.3 begins with a detailed examination of general background features of the
concept of ADHD, “the central phenomenon being addressed” (Creswell, 2003, p.45). Section
