Interventions for Students with Attention Deficit and Hyperactive Disorder at Elementary School Level

The main purpose of this research was to gauge students' attention deficit and hyperactive disorder (ADHD). Major objectives of the study were (a) to measure the prevalence of ADHD among elementary students in mainstream education classroom; (b) to gauge the types of interventions that teachers are using to handling students with ADHD in mainstream education classrooms and (c) to compare the public and private sector school teachers' understanding about the prevalence of students' learning difficulties in mainstream classrooms. The nature of the study was descriptive by using quantitative research approach. 200 teachers both from public and private schools were selected as a sample of the study by using stratified sampling technique. Three different questionnaires were used to collect information from the participants after establishing reliability and validity. Gathered data were analyzed with statistical techniques such as t-test through SPSS. The outcomes of the study specified that although mainstream classroom teachers had some idea of the learning difficulties but they were not much aware of the causes of learning difficulty (due to ADHD). Furthermore, the prevalence of ADHD was more observed in government sector classes. Most of the teachers only changed the physical arrangement of the class to deal with problematic behavior of students. It is due to less knowledge about any other intervention. It is therefore recommended that mainstream teachers may be supported with professional training to deal with ADHA students.