Date of Award
2025
Document Type
Thesis - ECU Access Only
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Lorraine Hammond
Second Supervisor
Susan Maine
Abstract
Studies within the disciplines of medicine, psychiatry, psychology, education, health science and speech pathology have documented the neurological and diagnostic underpinnings of attention-deficit-hyperactivity-disorder (ADHD) and dyslexia, teacher knowledges, and the impact on academic achievement, mental health, sense of self, and social and emotional wellbeing. However, the literature on dysgraphia, dyscalculia and sensory processing disorder (SPD) remains in its infancy. There is an identified need for further qualitative research into the classroom lived experiences of students with ADHD, specific learning disorders (SLD) and SPD. This study aimed to explore the classroom lived experiences of former students with a diagnosis of ADHD and/or specific learning disorders (dyslexia, dysgraphia, dyscalculia) and/or SPD, and teachers in Western Australia with experience in teaching students with these diagnoses. Including teachers within the research aimed to develop an understanding of the classroom lived experience of developmental neurological differences (DND) from both student and teacher perspectives. A critical hermeneutic phenomenological methodology was utilised to interpret the lived experiences of former students and teachers at the personal, relational and systemic levels to develop a holistic understanding of lived experience. Participant selection criteria included young adults aged between 18-27 years diagnosed with ADHD and/or SLD and/or SPD and teachers who were fully registered with the Teacher Registration Board of Western Australia with a minimum of five years classroom teaching experience. The participants were recruited using a snowball sampling technique with seven participants recruited in each group. Findings demonstrated multidimensional influences on former student and teacher wellbeing. Key themes for former student participants were related to the impact of the school experience on psychological development and mental health; the importance of relationships with parents, peers and teachers; sensory processing challenges underpinning DND diagnoses; and the need for increased systemic and relational knowledge of DND. Key themes for teachers were about teacher knowledge of DND; consequences of lack of teacher knowledge for students, parents and teachers; the role of professional learning; systemic barriers to supporting students with DND; and the importance of relationships in helping teachers support students with DND. Implications of the findings in this study are interpreted within a Critical Wellbeing Framework and recommendations made for future research, policy development and teaching practice.
DOI
10.25958/1fn6-nk57
Access Note
Access to this thesis is embargoed until 25th April 2028
Recommended Citation
Gaudieri, S. (2025). Exploring the lived experiences of developmental neurological differences (DND) in the Western Australian classroom: A former student and teacher perspective. Edith Cowan University. https://doi.org/10.25958/1fn6-nk57