In a quantitative study, Perold, Louw, and Kleynhans (2013) compared teacher’s knowledge in the following areas: general knowledge of Attention Deficit Hyperactivity Disorder (ADHD), knowledge of symptoms/diagnosis of ADHD, and knowledge of treatment for ADHD. The results revealed that teachers only had general knowledge on how to identify and diagnose, but not how to actually tend to the academic needs of each individual student. This research will focus on teacher’s perceptions as related to ADHD. In addition, this study will address teacher’s methods for addressing ADHD related behaviors (that may be considered disruptive) in the classroom. This study will take place in an urban, elementary charter school. Through the use of classroom observations and teacher interviews, data will be collected to gain an understanding of teacher’s perceptions and also what behavioral interventions are being used within the classroom. An implication from this research, may result in a greater understanding towards the preparation of teachers in working with students who have ADHD.
