Practitioners/Teachers 

The main and primary goal of this study was to investigate support strategies which grade 3 foundation phase teachers identify and apply in their classroom set-up to promote in this way the behavioural competence of learners with attention-deficit hyperactive disorder (ADHD). The second goal was to identify the behavioural traits of learners with ADHD, which influence teachers effective teaching and require support strategies. The third goal was to determine how the cognitive learning needs of learners with ADHD influence teachers teaching and to identify support strategies for them. The fourth goal was to determine how the emotional and social needs of learners with ADHD influence teachers teaching and to identify support strategies for them. The fifth goal was to identify effective support strategies for behavioural competence in a foundation phase classroom from the teachers perspective. This research design has a qualitative approach from the teacher s field of experience and natural environment, namely the classroom, and the goal was to gather information. I employed a case study design with an interpretivist perspec-tive. Three schools in the east of Pretoria with their grade 3 foundation phase teachers were deliberately selected. I sought out variations of schools, namely a large state school which is parallel medium, a small state school which is parallel medium and a large private school which is dual medium. The schools selected had to have a foundation phase and grade 3 teachers and also had to inclusively accommodate learners with ADHD. The investigation focused on learners with an average IQ, where all the learners belonged to the same age group and received inclusive teaching in mainstream areas of learning. The data-gathering and documentation consisted of a reflective research journal and semi-structured focus group interviews with the three schools Afrikaans and English grade 3 teachers in the staff rooms of the respective schools. I used a dictaphone during the focus group interviews and made an audio recording of the interviews, which were later transcribed in text. The data analysis consisted of breaking down the data into understandable themes where interpretation took place. The findings from the study indicate that teachers pursue the curriculums and outcomes and that the learners who do not comply with standards, drop out or compensate through incompetent behaviour. Based on the findings, my conclusions are that teachers should shift the emphasis from the learner with ADHD behaviour to the nature of the support for these learners. With the necessary support strategies, these learners could achieve their full potential and actualise their academic performance at a higher level. Self-determination theory deals with the actualisation of human potential, development and wellbeing. Self-determination theory emphasises three basic psychological needs in people s self-motivation and healthy psychological growth, namely the need for competence (capability), relationships (affiliation) and independence (autonomy). The study recommends appropriate support strategies for learning-oriented, emotional and social behavioural competence so that the teaching and learning situation can be more effective for teachers and for learners with ADHD, if teachers implement these support strategies. Schools and teachers who accommodate learners with ADHD would benefit from the practical recommendations made in this study.