ATTENTION DEFICIT HYPERACTIVITY DISORDER A CASE STUDY
Statement of the Problem
The present research is in two related parts, undertaken concurrently, using differing
approaches. Ethical issues are systematically taken into account throughout the research process,
including the choice of research settings, methods of data collection and the dissemination of
results (British Educational Research Association (BERA), 2004; National Children’s Bureau
(NCB), 2006). The exploratory study derives from, and addresses, English educational
perspectives and practices, based in mainstream school settings. It is designed to generate
hypotheses relating to policy and practice in the education of pupils with ADHD. There are
various definitions of a hypothesis. For the purposes of the present research a hypothesis is
defined as ‘a supposition that can be tested’. The stance from which the work is addressed is that
of practice-based research by a qualified and experienced primary school teacher with previous
experience of case study research and an interest in exploring and understanding more about the
nature of ADHD. The research is concerned with the social, emotional and academic
development of pupils identified as having ADHD and is set within the theoretical context of
pedagogy in the classroom. The areas of investigation include: •the historical and contemporary
development of policy, procedure, provision and practice in schools; and •the impact of ADHD
on teaching and learning, with a consideration of the implications for practice of curricular
variability in ADHD symptoms.
The “evolving concept” of ADHD in children presents conceptually controversial and
practical challenges (British Psychological Society, 1996, p.8). The theoretical basis of its nature,
aetiologies, incidence, prognoses and the effects of interventions are controversial areas of
research and practice. The field has attracted considerable attention from professionals in the
Statement of the Problem
The present research is in two related parts, undertaken concurrently, using differing
approaches. Ethical issues are systematically taken into account throughout the research process,
including the choice of research settings, methods of data collection and the dissemination of
results (British Educational Research Association (BERA), 2004; National Children’s Bureau
(NCB), 2006). The exploratory study derives from, and addresses, English educational
perspectives and practices, based in mainstream school settings. It is designed to generate
hypotheses relating to policy and practice in the education of pupils with ADHD. There are
various definitions of a hypothesis. For the purposes of the present research a hypothesis is
defined as ‘a supposition that can be tested’. The stance from which the work is addressed is that
of practice-based research by a qualified and experienced primary school teacher with previous
experience of case study research and an interest in exploring and understanding more about the
nature of ADHD. The research is concerned with the social, emotional and academic
development of pupils identified as having ADHD and is set within the theoretical context of
pedagogy in the classroom. The areas of investigation include: •the historical and contemporary
development of policy, procedure, provision and practice in schools; and •the impact of ADHD
on teaching and learning, with a consideration of the implications for practice of curricular
variability in ADHD symptoms.
The “evolving concept” of ADHD in children presents conceptually controversial and
practical challenges (British Psychological Society, 1996, p.8). The theoretical basis of its nature,
aetiologies, incidence, prognoses and the effects of interventions are controversial areas of
research and practice. The field has attracted considerable attention from professionals in the
