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Abstract
The learning needs of students diagnosed with ADHD have been of interest of researchers over the last three decades. It is important to understand how best to support these learners in the classroom as they comprise about 10% of students in our nation’s classrooms. This study analyzed the role teacher perception played in the instructional decisions teachers made when providing reading instruction to males with ADHD in elementary school classrooms. This study also questioned the role teachers’ beliefs and attitudes play in providing this instruction. Conducted through a case study design, the goal of the study was to provide greater insight into the role teacher perception of ADHD plays in instructional decision making in an effort to identify patterns that could better support teachers of students with ADHD and the learners with ADHD themselves in the reading classroom.