An Evaluation Of The Management Of Students With ADHD In Botswana Mainstream Schools

Botswana Education system includes the teaching of students with ADHD in mainstream classroom. This research is to examine and evaluate how the inclusion of these students has an effect or impact on the educational and behavioral conditions of the normal school classroom. The research also examines and evaluates the effectiveness of the strategies used to manage students with ADHD in classroom and how they relate with their peers and parents at home, and how the parents and peers cope with such students. It includes the classroom intervention and the use of behavior management strategy.The research was focused on a sample of primary school students and teachers in the Central Region of Botswana. Both qualitative and quantitative data was used to collect the opinions of Special education teachers, peers and parents through the completion of questionnaires and the results enhanced with information collected through semi structured interviews. Analysis of the results shows demonstrated that children with ADHD have impact upon the mainstream classroom and usually in a negative manner.The study found out that variety of strategies are used for managing this students and in fact some strategies are more effective than others, however in some cases the combination of some strategies works very well. Results shows that the most effective form of behavioral management strategy is ’time-out’or positive behavior strategy.