As attention deficit hyperactivity disorder has been recognized for many years, it is now an established part of our educational vernacular and it continues to be addressed in classrooms, and in meetings across America. Children are continually being assessed, Section 504 plans are being written and teachers receive in—service as to how to cope with children in classrooms across America. This paper will review some of the educational implications of ADHD in the schools— many of which are well known, and some only tangentially recognized. It is hoped this this paper will sensitize teachers, principals, school psychologists and others working with ADHD.
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