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Beyond The Deficit: A Mixed-methods Study Of Educational Disparities And Practical Interventions For Primary School Learners With Attention Deficit Hyperactive Disorder
Purpose: This study investigated the academic landscape for primary school children exhibiting Attention Deficit Hyperactivity Disorder (ADHD) symptoms in Wakiso District, Uganda. Moving beyond a reductive deficit model, the research compares the performance of these learners against their neuro-typical peers while identifying classroom-based strategies capable of bridging the achievement gap within resource-constrained environments. Methodology: Adopting a pragmatic mixed-methods framework, the study analyzed quantitative data from 222 learners (111 exhibiting ADHD symptoms and 111 matched controls
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