Using a collaborative working group model to develop an ADHD resource for school staff
Using a collaborative working group model to develop an ADHD resource for school staff
Inclusive education for children with attention deficit hyperactivity disorder (ADHD) presents challenges for school staff and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical and staff lack autonomy in choosing the best way of being resourced. Additionally, the experience and knowledge of the range of school staff is not utilised. A collaborative working group of school staff and a researcher explored an alternative method of ADHD resourcing. Co-construction of knowledge defines how the group discursively identified actionable knowledge from the different perspectives and knowledge brought by individual group members. A systemic framework was used to critically reflect on the collaboration. The framework enabled reflection on four areas to understand how and why the collaboration led to a published web-based school staff ADHD resource. Firstly, starting conditions and assumptions were considered to identify and articulate the rationale for the resource. Secondly, the context and system dynamics enabled consideration of the socio-cultural and political landscape of the project and the impact of COVID-19. Thirdly, the different voices of participants and power dynamics were reflected on. Finally, emergence was a frame in which to elucidate knowledge production and changes in practice. The collaborative working group addressed the research–practice gap and the need for diversity of voices to be heard across the school. Knowledge co-construction positions staff as knowledge bearers and, together with different forms of knowledge, they can be empowered to create new, contextualised evidence-based knowledge.
ADHD, co-construction, resources, schools, teachers
1044-1064
Ward, Rebecca J.
e87b6fbd-ebb2-48da-8872-ad5add3000e4
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Kreppner, Jana
6a5f447e-1cfe-4654-95b4-e6f89b0275d6
October 2023
Ward, Rebecca J.
e87b6fbd-ebb2-48da-8872-ad5add3000e4
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Kreppner, Jana
6a5f447e-1cfe-4654-95b4-e6f89b0275d6
Ward, Rebecca J., Kovshoff, Hanna and Kreppner, Jana
(2023)
Using a collaborative working group model to develop an ADHD resource for school staff.
British Educational Research Journal, 49 (5), .
(doi:10.1002/berj.3886).
Abstract
Inclusive education for children with attention deficit hyperactivity disorder (ADHD) presents challenges for school staff and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical and staff lack autonomy in choosing the best way of being resourced. Additionally, the experience and knowledge of the range of school staff is not utilised. A collaborative working group of school staff and a researcher explored an alternative method of ADHD resourcing. Co-construction of knowledge defines how the group discursively identified actionable knowledge from the different perspectives and knowledge brought by individual group members. A systemic framework was used to critically reflect on the collaboration. The framework enabled reflection on four areas to understand how and why the collaboration led to a published web-based school staff ADHD resource. Firstly, starting conditions and assumptions were considered to identify and articulate the rationale for the resource. Secondly, the context and system dynamics enabled consideration of the socio-cultural and political landscape of the project and the impact of COVID-19. Thirdly, the different voices of participants and power dynamics were reflected on. Finally, emergence was a frame in which to elucidate knowledge production and changes in practice. The collaborative working group addressed the research–practice gap and the need for diversity of voices to be heard across the school. Knowledge co-construction positions staff as knowledge bearers and, together with different forms of knowledge, they can be empowered to create new, contextualised evidence-based knowledge.
Text
British Educational Res J - 2023 - Ward - Using a collaborative working group model to develop an ADHD resource for school
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More information
Accepted/In Press date: 15 May 2023
e-pub ahead of print date: 14 June 2023
Published date: October 2023
Additional Information:
Funding Information:
This project is the result of the hard work and dedication of the following school staff who contributed their knowledge and experience to this project: Kim Abbott, Michelle Freeman, Julie Greer, Anna Powell, Jess Rice, Catrin Sullivan, Aimee Reilly and Jo Tearle. Thank you also to the schools they represent: Bitterne Manor Primary School, Cherbourg Primary School, Valentine Primary School, Sholing Infant School, Shirley Infant School and Shirley Junior School.
Publisher Copyright:
© 2023 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
Keywords:
ADHD, co-construction, resources, schools, teachers
Identifiers
Local EPrints ID: 477908
URI: http://eprints.soton.ac.uk/id/eprint/477908
ISSN: 0141-1926
PURE UUID: 105690bc-c6c8-4e6c-abb8-fc795eb23299
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Date deposited: 16 Jun 2023 16:35
Last modified: 17 Mar 2024 04:15
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Contributors
Author:
Rebecca J. Ward
Author:
Jana Kreppner
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