ABSTRACT
Children with attention deficit hyperactivity disorder (ADHD) experience significant academic and/or social difficulties in school settings (1). Approximately 90%of students with this disorder underachieve academically and about 30% have specific learning disabilities (2). Given these pervasive and chronic difficulties, school services (e.g., special education) may be necessary to enhance the academic and social functioning of students with ADHD. Over the past decade, the nature of school services available to children with this disorder has been shaped by educational policy related to education for students with disabilities. Educational policy starts with legislation but also includes what is largely neglected in the limited relevant literature (3), published interpretations by the administering agency.
