Today there are many students in schools with a wide variety of different behavioral disorders. Among these disorders you can find ADHD. We have selected to research how pedagogues respond to students with ADHD. The essay will address the issues concerning the pedagogues own knowledge about ADHD. This essay will problematize if pedagogues find their knowledge about ADHD sufficient enough to respond to students with ADHD and other students without diagnoses of one of the class equivalent manner. This essay will show different pedagogical methods which pedagogues use in classrooms to adapt their teaching to students who have ADHD in a proper way according to Lpo 94.

In order to develop an understanding for this, we have chosen to do interviews which include five different teachers, in different schools in the same community in Sweden.

As a result of our studies, we have concluded that teachers face a lot of different adversities regarding students with ADHD. Lpo 94 states that “every student is entitled to an equal education, an education that is tailored to student's abilities and skills”. This requires that teachers have the right skills and tools to adjust their pedagogue to fore fill this demand in the best possible way. Gillberg declares that one must take into consideration that every individual is different from the other. Our essay will show why this can be problematic for teachers, especially when they have students with ADHD-diagnosis in their classroom.