Eureka! Institutional Repository

In the present study, the author examined the case of teachers' co-operation in dealing with cases with Attention Deficit Disorder with Hyperactivity Disorder (ADHD). The trigger for dealing with this issue was a personal experience of the researcher, in which she had to work with a special education instructor in the light of parallel support. The few studies that have been conducted have documented discontinuities between legislation and implementation. The present study adds to the dearth of data and further addresses unexplored issues such as general teachers’ awareness of their role in co-teaching and of the collaborative framework with special teachers in conductive teaching children with ADHD disorder. For this reason, the researcher created a standard interview file, which included questions, and conducted interviews at primary schools with general and special education teachers. According to the results of this study, all teachers agreed on the benefits that the coexistence of pupils with special educational needs in the general class, the parallel support in many areas of their lives, as well as the generous consistency of teachers of the general and special order for the benefit of pupils in need. Finally, it is worth mentioning that most of the problems concerning co operation and obstruction of their educational work were reported by special education teachers who participated in the research.