Teacher Inclusive Practices for Students with ADHD

This reflective practice addresses the problem of teaching strategies and supports within the general education setting for students with attention-deficit hyperactive disorder (ADHD). This paper explores the experiences and perspectives of special education and general education teachers within a K-12 public school setting. This study examines educational challenges for ADHD students, assessing ineffective teaching methods and proposing solutions based on experience and research. It evaluates working ideas, addresses limitations, and offers critical reflections on improving instructional strategies. Some discoveries included stereotyping and stigma of ADHD, general education teacher perspectives surrounding special education, and ADHD management.
Keywords: ADHD, special education, special education preparation, general education teachers