| Abstract: | Abstract
Using a combined methodology of narrative inquiry and action research, this study explored actions and changes in the author, a teacher of an inclusive class, and Chiangchiang (pseudonym), a student with Attention Deficit Hyperactivity Disorder (ADHD), over a two-year period of learning and adaptation. Through self-reflection as a teacher, the author conducted an in-depth investigation into the traces of changes in her and the student as well as the growth opportunities for both of them.
Based on personal experiences and experiences with Chiangchiang, the author used staged action plans to gradually learn her beliefs and value expectations. Through writing and self-reflection, she had cognitive changes and obtained a new direction for future actions. During the research period, she constantly adjusted her action plans in response to contextual needs and used a narrative approach to induce self-awakening and self-criticism.
The main findings are as follows:
1. Through self-exploration, she found that all the barriers to her interaction with Chiangchiang were related to the stark contrast in the family of origin and the environment between them. While the author had a smooth journey in pursuit of education, Chiangchiang suffered developmental deficits; she has a happy family life, but Chiangchiang lost his parent in childhood; she always has a hope, but he is aimless in life.
2. Through constant adjustment of actions in response to contextual needs, the author found personal weaknesses and the need to seek proper assistance at the right time; she also realized that a child’s growth takes time and learned to “offer companionship” and “wait”.
3. Through actions, changes, and self-reflection, the author developed the class management strategies that would be adopted by regular class teachers. She also induced effective strategies for co-growing with students with ADHD, including creating a positive class atmosphere, employing an assistant teacher to provide assistance, the sandwich feedback technique, and seeking external assistance, in order to build a professional support system.
4. Through this study, the author gained more confidence in dealing with different teaching contexts and in promoting inclusive education. |
