Educators are increasingly challenged to work with a growing number of students with attention deficit disorder (ADD). As a result, they are required to be aware of the unique characteristics of students with ADD; to establish partnerships with families, other professionals, and medical personnel; and to adapt their assessment, instruction, and classroom management strategies to promote student learning and positive behavior. This article and this special journal issue are designed to help educators better understand and work more effectively with students with ADD and their families.
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