Today there are many students in schools with a wide variety of different behavioral disorders. Among these disorders you can find ADHD. We have selected to research how pedagogues respond to students with ADHD. The essay will address the issues concerning the pedagogues own knowledge about ADHD. This essay will problematize if pedagogues find their knowledge about ADHD sufficient enough to respond to students with ADHD and other students without diagnoses of one of the class equivalent manner. This essay will show different pedagogical methods which pedagogues use in classrooms to adapt their teaching to students who have ADHD in a proper way according to Lpo 94. In order to develop an understanding for this, we have chosen to do interviews which include five different teachers, in different schools in the same community in Sweden. As a result of our studies, we have concluded that teachers face a lot of different adversities regarding students with ADHD. Lpo 94 states that “every student is entitled to an equal education, an education that is tailored to student's abilities and skills”. This requires that teachers have the right skills and tools to adjust their pedagogue to fore fill this demand in the best possible way. Gillberg declares that one must take into consideration that every individual is different from the other. Our essay will show why this can be problematic for teachers, especially when they have students with ADHD-diagnosis in their classroom.

<p>Today there are many students with behavioral and developmental disorders in schools. One of these disorders is ADHD. The medical designation ADHD stands for Attention Deficit Hyperactivity Disorder. I have chosen to research how two students with ADHD can be included in a fifth grade classroom.</p><p>This research paper addresses the issues surrounding the student’s day-to-day life with a focus on the classroom. It also discusses pedagogical methods, resources, and support, as well as social relationships, and routines in relation to the students in question. In order to develop a more complete understanding of the two students and their situation, I have chosen to do a qualitative study where I’ve observed the students in their classroom for four days, and interviewed the adults that interact with the students the most on a day to day basis. The interviewees include the students’ classroom teacher, their assistant teacher, as well as the students’ mothers.</p><p>I begin the paper by describing ADHD, as well as the potential causes and treatments. I also present the two predominant opinions regarding the source of ADHD that exist in Sweden today. The first is a biological perspective, which states that ADHD is passed on genetically, and the second is a sociological perspective, which states that ADHD is acquired through exposure to a range of social and environmental factors. However, I have based my research on the biological perspective because it is currently the most widely accepted, and because the biological model of explanation is the model most of the current literature is based on.</p><p>As a result of my research, I have concluded that students with ADHD can have a wide range of different symptoms despite having the same diagnosis. Hellström states that teachers should be aware that all students with ADHD are unique individuals, and it is therefore difficult to prescribe a general set of guidelines to follow when working with such students. One must take each individual’s needs into consideration and decide which methods and solutions work best for each particular individual (Hellström 2007, s. 1). Hellström’s statement is consistent with the conclusions I came to after conducting my research. The classroom teacher saw the students as very different individuals and adapted their education according to their very different needs despite the fact that they have the same diagnosis.</p>

Today there are many students with behavioral and developmental disorders in schools. One of these disorders is ADHD. The medical designation ADHD stands for Attention Deficit Hyperactivity Disorder. I have chosen to research how two students with ADHD can be included in a fifth grade classroom. This research paper addresses the issues surrounding the student’s day-to-day life with a focus on the classroom. It also discusses pedagogical methods, resources, and support, as well as social relationships, and routines in relation to the students in question. In order to develop a more complete understanding of the two students and their situation, I have chosen to do a qualitative study where I’ve observed the students in their classroom for four days, and interviewed the adults that interact with the students the most on a day to day basis. The interviewees include the students’ classroom teacher, their assistant teacher, as well as the students’ mothers. I begin the paper by describing ADHD, as well as the potential causes and treatments. I also present the two predominant opinions regarding the source of ADHD that exist in Sweden today. The first is a biological perspective, which states that ADHD is passed on genetically, and the second is a sociological perspective, which states that ADHD is acquired through exposure to a range of social and environmental factors. However, I have based my research on the biological perspective because it is currently the most widely accepted, and because the biological model of explanation is the model most of the current literature is based on. As a result of my research, I have concluded that students with ADHD can have a wide range of different symptoms despite having the same diagnosis. Hellström states that teachers should be aware that all students with ADHD are unique individuals, and it is therefore difficult to prescribe a general set of guidelines to follow when working with such students. One must take each individual’s needs into consideration and decide which methods and solutions work best for each particular individual (Hellström 2007, s. 1). Hellström’s statement is consistent with the conclusions I came to after conducting my research. The classroom teacher saw the students as very different individuals and adapted their education according to their very different needs despite the fact that they have the same diagnosis.