Sefako Makgatho Health Sciences University|Sefako Makgatho Health Sciences University
background preschool learners attention deficit hyperactivity disorder adhd may develop problems emergent literacy explicitly phonological awareness necessary development reading writing need support grade r teachers inclusive schools identified programme developed aim main aim article report outcomes support programme grade r teachers adhd two contexts within specific school district setting participants recruited urban schools township schools semirural context specific school district tshwane methods outcomes support programme determined data obtained selfconstructed questionnaires consisted mainly closedended questions supported limited number openended questions quantitative data statistically analysed described whereas qualitative data described inductive analyses participants consisted 44 teachers semirural 21 urban inclusive schools attended training workshops results results training indicated urban teachers demonstrated better overall knowledge training posttraining results indicated statistically significant differences knowledge training groups benefitted programme rural participants showed improvement result training conclusion participants semirural schools benefitted training emphasising underlying inequalities education levels two groups research provided starting point needs expanded facilitate grade r teachers awareness knowledge adhd