ABSTRACT
This article repoarts findings from interviews with 20 parents about their experiences
in obtaining services for their ADHD children in school systems. Grounded theory methods
were used to analyze data at both individual and organizational levels. Parents saw
school personnel as varying widely in their knowledge about ADHD and their acceptance
of its associated problems. At the individual level, parents felt that they had to
educate a succession of different school personnel each year. At the organizational
level, they had to work actively to obtain continuity of services for their children
from year to year and school to school, but for most parents, this outcome was desired
more often than realized. On the whole, parents perceived schools as having failed
to respond adequately to their children's educational needs.
KEY WORDS
ADHD - survey - effectiveness
