This well-researched paper discusses the primary problems and dilemmas facing teachers when dealing with
students diagnosed
with ADHD. This paper examines the history of ADHD, which is generally referred to as a behavioral disorder, taking it a long way from the brain-damage concept popular in the early 20th century. During the 1960s, the term hyperactive was most often applied to students currently labeled with ADHD. This paper illustrates by way of data and statistics why it is very likely that both students and
teachers will share the classroom at some point with a student afflicted with ADHD. The writer emphasizes the crucial role teachers must play in properly identifying ADHD that needs to be managed and in making sure that ADHD is not simply labeled on a student who may in fact be gifted. This paper also details the various treatments and strategies available in controlling this particular disorder which include
cognitive therapy as well as drugs, such as Ritalin. Table of Contents: Abstract Introduction History of ADHD Mitigating the Effects of ADHD on Classroom Procedures Purpose of Study Conceptual Framework and Literature Review Methodology Findings Discussion Conclusion References