Abstract
There is a need to study possible explanations for the increasing numbers of children being diagnosed as Attention Deficit/ Hyperactivity Disorder (AD/ HD) within the past decade. The following is a qualitative examination of the perspectives and understandings about AD/ HD which are held by individuals who are regularly involved in the process of identifying and/ or treating children for this commonly accepted disorder. An examination of the data revealed incongruencies in participants' understanding of the etiology of AD/ HD. I suggest that these incongruencies have the potentiality to contribute to the increased numbers of students identified as AD/ HD while teachers seek solutions in their struggle to educate these children.
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