Towards a More Inclusive Classroom: A Qualitative Exploration of Teacher Awareness of ADHD, Autism, and Learning Disabilities

Abstract

This study investigated school teachers’ understanding of neurodevelopmental disorders (ADHD, Autism Spectrum Disorder, and Learning Disabilities) through in-depth interviews. A thematic analysis revealed key themes such as, awareness levels, challenges faced in practicing inclusivity, and utilized support strategies. Findings suggest that many participating teachers possessed insufficient or partial knowledge of these conditions. Additionally, the interviews highlighted significant challenges teachers encounter when fostering inclusivity in classrooms. The study also captured teachers’ experiences and commonly employed strategies to support students with neurodevelopmental disorders. These findings emphasize the potential benefits of enhanced teacher training in understanding and supporting students with such conditions.