Electronic Journal for Inclusive Education


Paul Koulouris


Over the past twenty years, the existence of Attention Deficit Disorder has been documented through hundreds of scientific studies. Schools play a vital role in the early in the early identification of children which ADHD and, in many cases; school personnel coordinate efforts among teachers, parents, physicians, and community resources in the assessment and treatment of children and adolescents with ADHD (Sloan, Jensen & Hoagwood, 1999). In their research, (Satterfield and Cantwell 1981) viewed the classroom teacher as the major determining factor in whether a student with ADHD succeeds or fails in the classroom.

Despite the documented importance of close coordination between physicians and school personnel, in practice the level of communication varies greatly, This paper will examine the personal experiences of well-intentioned teachers, guidance counselors, special educators, psychologists, physicians, school administrators, and parents, and through personal interviews about the quality, quantity, and consistency of their communication present new evidence of the patters of communication and offer recommendations to strengthen these ties.