<p>This paper studies the schoolstaffs experiences of children with ADHD within the region of Kalmar kommun. The aim is to describe and analyze these experiences from a gender perspective. The study is of a qualitative art and is based on six interviews whith school principals. The theory that is used to analyze the six interviews is the theory of socialconstructivism. The study shows that boys and girls generally is treated differently by the schoolstaff. It also shows that the schoolstaff does not always have the knowledge that is necessery to observe children, mainly girls, with ADHD.</p><p> </p>

This paper studies the schoolstaffs experiences of children with ADHD within the region of Kalmar kommun. The aim is to describe and analyze these experiences from a gender perspective. The study is of a qualitative art and is based on six interviews whith school principals. The theory that is used to analyze the six interviews is the theory of socialconstructivism. The study shows that boys and girls generally is treated differently by the schoolstaff. It also shows that the schoolstaff does not always have the knowledge that is necessery to observe children, mainly girls, with ADHD.

The purpose of this study was to investigate how well adjusted the support is for young people that have been diagnosed with ADHD, while attending the gymnasium. Analysis and result are based on a sociocultural perspective and have their take-off in literaturestudies and qualitative interviews with two students with the diagnosis and one special needs teacher. The interviews were based on themes that had their starting point in school policy documents and related literature. The interviews were semi-structured with the aim of letting the interviewees speak as freely as possible. One of the themes included the individual strategies developed by the interviewees, such as using mobile-apps to help structure and plan for everyday life. Results show that the available support is not well adapted and that how great impact the ADHD-diagnosis has on how well the person do in school is greatly affected by in what social context and what kind of support he or she has outside of school, for example by family. The study shows that there is great need for further research and development within the research area. / Syftet med den här studien var att undersöka hur väl anpassat stödet i gymnasieskolan är för elever med ADHD-diagnos. Analys och resultat är bearbetade utifrån ett sociokulturellt perspektiv och baseras på litteraturstudier och kvalitativa intervjuer med två gymnasieelever med ADHD-diagnos samt en specialpedagog/speciallärare. Intervjuerna berörde teman med utgångspunkt i styrdokumenten samt i relaterad litteratur och var halvstrukturerade, med syftet att låta intervjupersonerna tala så fritt som möjligt. Ett av temana berörde de egna strategier som intervjupersonerna utarbetat, så som att använda appar i mobilen för att skapa struktur och planera vardagen. Resultatet visar att stödet i gymnasieskolan inte är väl anpassat utan att hur väl en person med ADHD-diagnos klarar sig i skolan snarare beror på de omgivande förutsättningarna utanför skolan, exempelvis vilket stöd hen får från sin familj. Studien visar att det finns stor utvecklingspotential inom området och att det behövs ytterligare forskning på hur man kan omforma skolans sociokulturella struktur och se till att anpassningarna blir just anpassningar och inte ytterligare krav.