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| Coping Strategies Employed In Teaching Students with Attention Deficit Hyperative Disorder (ADHD) In an Inclusive Classroom, Kwara State, Nigeria
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Adedayo ADESOKAN Ph.D
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Abstract:
Student with attention deficit hyperactivity disorder exhibits some behavior attributes such as difficulties in sustaining attention, hyperactivity, anxiety and impulse behavior, all these behaviours exhibit cause a lot of stress to the teacher during the teaching and learning process. Hence, teachers need to use different coping strategies when teaching students with attention deficit hyperactivity disorder. This paper therefore explores coping strategies teachers use in teaching students with attention deficit hyperactivity disorder in an inclusive classroom in Kwara State, Nigeria. A descriptive survey research design was adopted for this study, purposive sampling technique was used to select a total of 50 teachers who were the respondent in Kwara State, Nigeria. A questionnaire titled "questionnaire on coping strategies used in teaching students with attention deficit hyperactivity disorder" (QCSTSADHD). The instrument was validated and reliably tested at (r=0.71). The findings revealed that coping strategies teachers used in teaching students with attention deficit hyperactivity disorder in an inclusive classroom in Kwara State, Nigeria were self-examination of life styles, support from families, friends, training programs for personal development and resilience, self-control and social support. Lastly, the results showed that gender has significant differences between the coping strategies used male and female teachers teaching students with ADHD in an inclusive classroom in Kwara State, Nigeria. Hence, the study recommended that teachers in Kwara State, Nigeria should manage stress by getting emotional support from more experienced teachers who can give directives on how to manage challenges they are facing.
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