It is a well-known fact that children with ADHD are hyperactive and have a hard time concentrating; therefore it is of interest to examine how teachers deal with this fact. This study expands the understanding of how teachers work with children who has ADHD; the main purpose of this study has been to examine how teachers view students with ADHD and how they work to include these students in the classroom environment.  special pedagogy has been used to analyze the results. The results are based on four interviews in two schools in south of Stockholm with teachers who work in classes that contain children in the third grade, some of the children have been diagnosed with ADHD and some only have strong characteristics for the functional limitation. Findings suggest that teachers’ use structure, planning and the modification of students’ individual needs to make them included in the classroom education. Conclusively the results show that the teachers’ themselves consider that they should accommodate the classroom education to fit the needs of pupils with ADHD and to use different methods to include the pupils, both in their education and socially.