ABSTRACT
The great majority of children with attention difficulties are educated in mainstream schools. The difficulties relating to inattention, impulsivity and hyperactivity experienced by many of these children present teachers and teaching assistants with a unique set of challenges but also opportunities. In this chapter, Neil Humphrey discusses approaches to facilitate the inclusion of children who are seen to be experiencing ‘attention deficit/hyperactivity disorder’. He suggests, in particular, there is a need to reframe our thinking about this disorder, to better understand the role and implications of medication and to seek ways of providing predictability, structure and routine for these children.
