ADHD är en diagnos som länge givits till barn. Därför rör forskning om ADHD mestadels barn och unga. Viss klinisk forskning finns om föräldrar med ADHD, denna har fokuserat på deras barns framtida utveckling. Kunskap om hur det kan upplevas att vara förälder och ha en ADHD-diagnos saknas. Denna kvalitativa intervjustudie har undersökt olika sätt som föräldrar med ADHD kan förhålla sig till föreställningar kring föräldraskap och ADHD.  Den har även haft som syfte att ge förståelse för några olika sätt som personer som är föräldrar och har en ADHD-diagnos kan se på sig själva och sitt föräldraskap. Studien bygger på tre halvstrukturerade intervjuer med föräldrar som har, eller utreds för, en ADHD-diagnos. I studiens teoretiska referensram ses både funktionsförmåga och föräldraskap som något som påverkas av sociala normer och maktordningar. Kön och ålder framkom i analysen som starkt strukturerande ordningar i diskurser gällande både ADHD och föräldraskap. Intervjupersonerna gav uttryck för att en ADHD-diagnos kan innebära både svårigheter och tillgångar i föräldraskapet. Svårigheterna kan bland annat utgöras av stresskänslighet och brist på struktur. Bland tillgångarna kan nämnas hög aktivitetsnivå och barnasinnet i behåll. Av studiens resultat framkommer också att vissa föräldrar med ADHD kan se föräldraskapet som en tillgång och resurs. Studien gör inte anspråk på att uttala sig om skillnader mellan föräldrar med och utan ADHD. Samma goda och mindre goda erfarenheter och egenskaper kan finnas hos många föräldrar både med och utan ADHD, däremot förklarade intervjupersonerna i intervjusituationerna vissa styrkor och svagheter utifrån sin ADHD-diagnos.

Syftet med denna undersökning har varit att få en inblick i hur några lärare i årskurs fyra och fem tänker och planerar för att inkludera alla elever och få dem, även de med koncentrationssvårigheter, att klara av skolan och få de kunskaper de ska ha. För att undersöka detta sökte jag kontakt med några erfarna lärare, besökte dem i deras klasser och genomförde intervjuer med dem. Mina intervjuer var halvstrukturerade och blev därför lite olika beroende på vilken skola det var och på den jag intervjuade. Resultaten av undersökningen visar att lärarna betonar samma faktorer som aktuell forskning visar på. Lugn och ro i klassrummet, tydlighet, variation i arbetet, individuell anpassning, hjälp och uppmuntran, goda föräldrakontakter och goda relationer mellan lärare och elev var faktorer som togs upp. Lärarna verkade anpassa för eleverna i undervisningssituationen snarare än i sin planering av lektionerna. Alla lärarna hade många erfarenheter av elever med koncentrationssvårigheter och kunde ge exempel från sin undervisning av både nuvarande och tidigare elever.

Attention-Deficit / Hyperactivity Disorder (ADHD) continues to be one of the most commonly diagnosed disorders in school-aged children As teachers are important gatekeepers for referring students who are in need of special services or classroom modifications, understanding what teachers know about ADHD and the factors that may lead to referral are important. First, the present study examined whether or not teachers were sensitive to academic achievement when making special education referrals. Second, the present study also examined if teachers could differentiate between ADHD behaviors and non-ADHD behaviors. Third, it examined the role of general teaching self-efficacy and self-efficacy related to teaching students with ADHD in making referrals and fourth, what are the sources of information teacher access for information about ADHD.

In school, all children at some time have been disruptive; however, there are a select few who are continually disruptive and identified by school personnel as those who may have a disruptive behavior disorder such as ADHD. Many times these children are boys and of a minority group (Root & Resnick, 2003). Information collected from school teachers and parents most often provides the basis for diagnosing ADHD, whether reliable or objective. The purpose of the study was to investigate any differences in the way in which teachers respond to behavioral difficulties associated with ADHD for African American girls and boys as compared to White girls and boys, with control for SES and perceived school climate as potential confounds. These results are promising in that teachers’ responses suggest similarity in perceptions of children’s behavior regardless of children’s socioeconomic status, gender and ethnicity. The results indicated that a significant difference exists in that teachers would talk to the counselor about the child’s behavior based on the child’s ethnicity, gender, and SES. When controlling for school climate, there was a significant difference in teacher responses to unusualness of inattention, which indicated that the better the school climate, the more unusual the inattention was perceived. Also, results indicated that the teacher’s ethnicity and/or ethnicity and gender affected how they perceived the child’s behavior.

Today, there are numerous versions of the continuous performance test (CPT) used in clinical and research settings. Although CPTs may constitute a similar group of tasks with a common paradigm, they are very different in the parameters they measure (Conners, 1995). To learn more about the effects of different CPT versions as well as the numerous scoring indices, two very different CPTs, the Conners’ Continuous Performance Test-Second Edition (CCPT-II) and the Gordon Diagnostic System (GDS), were compared with a population of children and adolescents exhibiting ADHD and normal controls. Major findings were as follows: (a) the CCPT-II and GDS measures were not able to separate children with ADHD from normal controls; (b) individual variables from neither the CCPT-II nor the GDS were able to adequately differentiate children with ADHD and normal controls; and (c) score profiles obtained from the overall group of children and adolescents did not successfully separate the ADHD group from normal controls using the CCPT-II and GDS.

The following report draws on previous research as a rationale for a proposed study investigating the link between social skills and academic achievement for individuals with attention deficit/hyperactivity disorder (ADHD). The literature lends basis to the hypothesis that social skills may ameliorate the negative outcomes associated with ADHD. ADHD is related to negative outcomes in academic and social domains, including underachievement and exclusion. This is of particular importance because of the prevalence of ADHD and the frequency of social demands. In this report, the literature on academic achievement of individuals with ADHA is reviewed and a study is proposed that would contribute to establishing social skills as a moderator of the relationship between ADHD and academic achievement. Suggestions for other areas of research are also considered. / text

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Although Attention-Deficit/Hyperactivity Disorder (ADHD) is a common disorder amongst school going children, it is often misdiagnosed, misunderstood and mismanaged. This state of affairs does not bode well for the development of the ADHD learner and often leads to long-term impairments in terms of the learner's social and emotional development, academic performance and future vocational success. Therefore, it is essential that teachers fully understand the disorder and know how to optimally accommodate ADHD learners in their classrooms. The aims of the research were as follows: to determine whether a significant difference exists between teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement in accommodating ADHD learners in "regular” classrooms on the one hand, and the frequency of teachers' implementation thereof on the other; and to determine how variables such as gender, age, teaching experience and qualifications affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in "regular" classrooms and (2) the frequency of teachers' implementation thereof. A dual research approach was followed to achieve the aims of the research. First, a literature study was done on ADHD with reference to its aetiology, prevalence, symptoms, co-morbid features and treatment options. The implications of accommodating ADHD learners in "regular” classrooms were discussed against the background of the inclusive educational approach. Second, an empirical investigation was undertaken to determine how important teachers rate various inclusive didactic approaches and strategies and how frequently they implement them. The effect that variables such as gender, age, qualifications and teaching experience could have on teachers' ratings of the importance and frequency of implementation of these inclusive didactic approaches and strategies were also investigated. A structured questionnaire was distributed amongst 115 intermediate phase teachers who are teaching in ex-Model C primary schools in the Klerksdorp and Potchefstroom school districts. The data was statistically analysed and the following conclusions were drawn: Although teachers are aware of the importance of certain didactic approaches, behaviour management strategies and parental involvement for the optimal inclusion of ADHD learners in "regular" classrooms, in practice they do not implement these aspects so frequently. Female teachers rate the implementation of certain didactic approaches, strategies related to teacher behaviour and parental involvement more important for accommodating ADHD learners in their classrooms than their male counterparts, and implement them more frequently than male teachers. In general, variables such as gender, age, teaching experience and qualifications do not significantly affect (1) teachers' ratings of the importance of certain didactic approaches, behaviour management strategies and parental involvement for accommodating ADHD learners in regular classrooms, or (2) the frequency of teachers' implementation thereof. Resulting from the findings of the research, practical guidelines were recommended to enhance the teaching and inclusion of ADHD learners in "regular" classrooms. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

More and more people in our society take part in adult education. In this study, eight students in adult education, the majority with a diagnosis such as ADHD and/or reading- and writing disorders/dyslexia,have been interviewed about their current study situation. The interviews have so party treated topics related to earlier schooling and the future. Earlier studies and available literature is to a large extent written from the perspective of children’s and adolescents’ study situation and the question is if this is applicable to students in adult education. In different policy documentsit is pointed out that it is necessary to take disabilities into account, andin a recently published commission report regarding municipal primary level adulteducation (SOU 2013:20), it was argued that a more individual-based perspectiveis needed. In the current study it becomes clear that the individual students’ needs are specific and that the support from teachers of special education or general teachers is of importance. The factors which the interviewees especially mention are the need for individualization, treatment and time. For some of the students, the pace is too slow, whereas others need additional time as well as reading in their spare time.

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