ABSTRACT This study scrutinizes strategies that teachers deploy when confronted by behaviour related to the diagnosis of attention-deficit/hyperactivity disorder (ADHD). Over two years, ethnographic fieldwork was conducted in two inclusive classrooms in Denmark, and all instances of teacher initiatives addressing ADHD-related classroom behaviour were recorded. Six basic strategies recurred across teachers and classrooms. To maintain the instructional flow with the rest of the students and not continually stop, the strategy of ignoring the disruptive conduct of a diagnosed child is often used. This strategy has not previously been explored in classroom research on ADHD. This is probably because previous research has primarily focused on the singular child and the singular teacher, thus leaving the whole-class interplay and complex orientations of teachers unexplored.

中文翻译：

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ADHD 作为课堂诊断。教师应对“多动症课堂行为”策略的探索性研究

摘要 本研究审查了教师在面对与注意力缺陷/多动障碍 (ADHD) 诊断相关的行为时所采用的策略。两年多来，在丹麦的两个包容性教室中进行了民族志实地考察，并记录了教师针对 ADHD 相关课堂行为采取的所有举措。六种基本策略在教师和课堂中反复出现。为了保持与其他学生的教学流程而不是不断地停止，经常使用忽略被诊断儿童的破坏性行为的策略。以前在 ADHD 的课堂研究中没有探索过这种策略。这可能是因为以前的研究主要集中在单一的孩子和单一的老师上，