Abstract
The purpose of this study was to assess the accommodation practices and preferences of general, special, and resource educators for working with students with AD/HD. Participants included 129 teachers representing 10 schools. Findings indicated that full-time special educators tried and succeeded with more accommodations than general educators, who in turn were more successful and less resistant than part-time teachers (e.g., specials). Secondary more than elementary teachers felt successful with techniques related to student independence. We discuss the educational implications of our findings for professionals who provide inservice tiaining.
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