PERCEPTIONS OF 4-H EXTENSION EDUCATORS AND VOLUNTEER LEADERS TOWARD THE INCLUSION OF YOUTH WITH ATTENTION DEFICIT HYPERACTIVE DISORDER(S) IN 4-H PROGRAMS
Open Access
- Author:
- Mpofu, Chido
- Graduate Program:
- Agricultural and Extension Education
- Degree:
- Master of Science
- Document Type:
- Master Thesis
- Date of Defense:
- October 05, 2009
- Committee Members:
- Patreese Donette Ingram, Thesis Advisor/Co-Advisor
Patreese Donette Ingram, Thesis Advisor/Co-Advisor - Keywords:
- ADHD
Inclusion
4-H - Abstract:
- ABSTRACT The purpose of this study was to determine the challenges, attitudes, training and support systems needed by 4-H Extension Educators and Volunteer Leaders in order to successfully and effectively include youth with ADHD in their programs. The target population for the study was the Pennsylvania 4-H extension educators and volunteer leaders. A sample of 384 volunteer leaders was drawn and a census of the extension educators was invited to participate in this study. Two questionnaires (one for volunteer leaders and one for extension educators) with five sections each were developed to collect data. Data collected were primarily quantitative. A panel of experts reviewed the instrument for face and content validity. Data were analyzed using the Predictive Analytic SoftWare (PASW) version 17. The total number of usable responses was 106, and because the response rate was low the results of this study cannot be generalized. The majority of the respondents indicated that they have been working with 4-H for more than 6 years. The key findings of this study indicated that leaders (i) find it challenging to work with youth with ADHD due to lack of training, (ii) have positive perceptions toward youth with ADHD, (iii) believe that all youth benefit from inclusion (iv) are uncertain that 4-H is effective in promoting an environment conducive for inclusion of youth with ADHD and (iv) need training on the disorders and ways to make inclusion a success. 4-H leaders are not adequately trained to work with youth with ADHD despite the fact that they may have one or two children with the disorder in their clubs and that the majority of them believe that the inclusion of youth with ADHD is beneficial for all youth involved. Educators need training on the characteristics of ADHD and its implication for youth involvement in order to understand the behaviors of these youth and determine strategies that make inclusion more effective, successful and meaningful. Leaders are willing to accept youth with ADHD in their programs but, more support is needed to move beyond the physical presence of these youth in 4-H programs to the acceptance, participation and attainment of the goals of 4-H for all youth. Based on the findings of this research the researcher recommends that 4-H provide training for volunteer leaders and extension educators on the basic characteristics of ADHD and ways to work successfully and effectively with youth with ADHD in an inclusive environment.