Abstract

The general objective of our research is centered on the description of organizational and curricular teaching in the primary education classrooms in order to verify if it offers an effective and inclusive response to the educational needs associated with students with attention-deficit/hyperactivity disorder (ADHD). Its nonexperimental and cross-sectional methodological design is based on an elaboration survey, whose main characteristic responds to the absence of the word ADHD to avoid biases in teacher responses. After its validation and study of reliability, it has been reduced to seventy-eight items, eleven corresponding to identification variables. The information collected has been subjected to different analyses: univariate (descriptive), to characterize the sample; multivariate (exploratory factor analysis), to reduce the factors of the questionnaire to three (Beliefs, Conditions for Developing Educational Practice and Inclusive Educational Practice with Students with ADHD); and inferential analysis, to verify the influence of the identification variables over the theoretical construct obtained. This study concludes that primary education teachers count on organizational and curricular conditions to adjust to the educational needs of the school population with ADHD.