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Transforming Perceptions: Inclusive Education Protocols for ADHD in Developing Countries
Abstract
This conceptual paper explores the transformation of educational frameworks to support learners with Attention Deficit Hyperactivity Disorder (ADHD) in developing countries. The central problem lies in systemic misunderstandings and limited resources, which hinder inclusive practices. Anchored in a desktop qualitative methodology, this analysis synthesizes policy documents, academic literature, and case studies to reveal recurring barriers, including stigma, teacher misconceptions, and insufficient support. Drawing on the Universal Design for Learning (UDL) framework and the SIAS tool, the study proposes a culturally responsive, multi-stakeholder protocol for inclusive ADHD education. Key findings underscore the importance of teacher training, parental engagement, and tailored interventions such as Individualised Education Plans (IEPs) and assistive technologies. Equally important, these strategies can foster collaborative educator networks, peer-to-peer learning communities, and community-based support systems that sustain inclusion over time. The paper concludes with a visionary call for global cooperation and national policy reform to realize truly inclusive education systems.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 1949
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2025-09
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Commonwealth of Learning (COL)