Attention Deficit Disorders (ADHD/ADD) are rapidly becoming an important educational issue. Currently, ADHD/ADD is the most frequently diagnosed condition found in school age children. Educators, unlike other professionals, have a unique opportunity to observe students on a daily basis and over extended periods of time within a setting where the deficits associated with this disorder are perhaps most visible. As a result, teachers have long served as the catalysts for suggesting the diagnosis of ADHD/ADD in their students. They have also been responsible for implementing strategies within the classroom to assist students with ADHD/ADD in being successful. However, teachers\u27 experience with this diagnosis has yet to be recognized or explored by the medical or psychological professions. The purpose of this study was to explore teachers\u27 perceptions of students with ADHD/ADD. Two important findings emerged from this study; first, teachers need more training on specific strategies, and second, more collaboration is needed between systems that impact students
