Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 49-57).

The purpose of this research has been to study and find out if a diagnose AD/HD is of importance. Does a diagnostic significance matter for how to support and respond to children in school? Are diagnosed children with signs of AD/HD treated differently than children without diagnosis? My study is based on input from teachers, special educators, from two different schools and also one doctor and one parent. I have interviewed teachers, special educators, one physician and one parent. I have been using qualitative interviews with tape recorders and emailed them with open questions. I have been using literature; see bibliography. And my own experiences with the meeting of these children have meant a lot to me when I typed. First of all, I have focused on what AD/HD is, the diagnosis, medication and treatment of AD/HD. After that I continued to analyze my questions to see what emerges from the interviews made. Are they treated the same, does the diagnose make a difference to how these children are treated? Or do they need special medication to see a difference or other methods. The result is that the diagnosis does not mean so much to a child with AD/HD in today's schools. It may be a response to something that is different and there is often a relief to have that confirmed. That it reduces the guilt of parents, teachers and even the child.  What matters is how the child responds, and the support provided to the child. I can also see a difference in the children who taking medication, both positively and negatively.

No description available.

Thesis(M.S.)--Auburn University, 2005. / Abstract. Vita. Includes bibliographic references.

Thesis (PH. D.)--Columbia University, 1930. / Vita. Published also as University of California. School of Education. Division of Vocatioal Education, Division bulletin no. 24; Part-time education series, no. 17, under title: Pupils who leave school. Bibliography: p. 127-131. Also issued in print.

Thesis (Ph. D.)--Colorado State University, 1990. / Includes bibliographical references. Also issued in print.

Thesis (Ph.D.)--George Mason University, 2008. / Vita: p. 168. Thesis director: Elyse B. Lehman. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Psychology. Title from PDF t.p. (viewed Jan. 11, 2009). Includes bibliographical references (p. 158-167). Also issued in print.

Thesis PlanA (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--Colorado State University, 1990. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.