PRIMARY SCHOOL TEACHERS’ EXPERIENCE OF TEACHING STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER IN THE SUBURBAN AREA OF AKTOBE

Abstract

Inclusive education, a global movement advocating for the right to education for all children regardless of background, is important for social integration and empowerment of students to thrive in any education system. Aligning with the principles of the Sustainable Development Goals (SDGs) and the Convention on the Rights of Persons with Disabilities (CRPD), it fosters equal participation in society. As Kazakhstan transits from its Soviet-era educational system, teachers, crucial stakeholders in implementing inclusive practices and addressing diverse student needs, become central to this effort. Understanding their experiences, particularly with students with disabilities like Attention Deficit Hyperactivity Disorder (ADHD), is vital to inform policy and practice during this transformative period. Failing to acknowledge teachers' experiences jeopardizes Kazakhstan's progress towards SDGs 4 and 10, and breaches the CRPD's ‘leave no one behind’ principle. Kazakhstan’s philosopher - Abai Kunanbayev's educational philosophy, advocating for the holistic development of all students, further strengthens the need for inclusive approaches, including for students with ADHD. This study explores the experiences of primary school teachers in Aktobe's suburbs regarding students with ADHD. Employing a qualitative research design informed by Bronfenbrenner's ecological systems theory, the study involved in-depth, semi-structured interviews with ten teachers from three mainstream schools in December 2023. Data analysis employed manual coding to identify key themes. The findings revealed three crucial points. First, most participants displayed limited knowledge about ADHD, with some having no prior exposure to the disorder. Second, the majority lacked formal training in teaching students with ADHD, and those with some training expressed dissatisfaction with the content. Third, despite these limitations, some teachers demonstrated agency by developing their own strategies to support students exhibiting behavioral concerns or suspected ADHD. Understanding teachers' experiences holds significant value for policy, research, and practice. This study can inform the development of contextually appropriate interventions and training programs in inclusive education, leading to improved educational policies in Kazakhstan. The study identified a critical need for professional development and inclusive education training to equip teachers for effectively teaching diverse learners, including those with ADHD. The findings have the potential to influence existing laws, regulations, and resource allocation across all educational levels. By enhancing teachers' understanding through inclusive education training, this research paves the way for improved teaching practices, ultimately creating a more supportive learning environment for students with ADHD in Kazakhstan. Additionally, the study raises new research questions that warrant further investigation. This research holds significant value for the advancement of inclusive education in Kazakhstan and geographically isolated regions with similar contexts worldwide.