The educational needs of a child with ADHD are considerable. Because of dwindling resources in many school districts, many children are not able to receive the full support they require. Demands for the classroom appear contradictory: the student needs both flexibility and structure. The classroom must be a consistent and predictable setting that provides much structure and limited distractions, but flexibility in addressing each child's learning style.

Few educators are familiar with major findings from recent scientific studies of ADHD. For years most educators, physicians, psychologists, and parents have considered ADHD as a cluster of behaviors and as a label for students who are disruptive in class and who won't stop talking. Increasingly, scientists are realizing that it is a complex syndrome of impairments that affect the executive or management function of the brain. . .

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