ABSTRACT
For a long time no one seemed to have the answers to help students with ADD in a school setting. Daily reports of poor school performance created heartache and misery for ADD children and their parents, who faced each new school day with the discouraging thought that it would offer no more hope than the day before. Unfortunately, most teachers didn't know what to do with these inattentive, hyperactive children who took up much of their day with poor behavior and even poorer work. For the most part, teachers never had any training in their undergraduate education programs about attention deficit disorders and probably had received little, if any, ADD related in-service training during their teaching career. Books about ADD were not readily available five or six years ago and those that were had been written more for health care professionals and parents than for teachers. With an average of one to two ADD children in every classroom and with teachers unaware of how to reach them, ADD children were in trouble and their parents and teachers knew it.
