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e child to do many things at the same time. So as not to be confused the child (Cooper & O’Regan, 2001). The teacher must make the occupations in the classroom interesting; the child must have firm rules and objectives must not be changed in the process. Otherwise the child will lose the interest about the work that will never be complete (Wender, 2000). The teacher should reward the child for good behaviour; there rewards should be meaningful to the child and should be agreed in advance with him and so to feel responsible (Power, et. al. 2001).

Stubbe (2007) has pointed out that when a teacher wants to communicate with an ADHD child ought not to use critical language and ongoing observations. Furthermore, if the teacher wants to intervene in it is better to do it with an on-verbal way. So, if teacher’s wants to calm down an ADHD child the best way is to - to put their hand on student shoulders so as the child to feel comfortable with the teacher, to develop a code of communication through symbols and winks, like the symbol of silence or small cards with the symbol STOP (Power, et. al. 2001). Finally, Weyandt (2007) argues that teacher have to provide an opportunity to an ADHD child to discharge, otherwise, the child will disrupt the whole class.

CHAPTER 3

METHODOLOGY & DATA ANALYSIS

Collecting primary data using questionnaires

First, we decided to collect primary data using questionnaires. In order to collect the research data and to understand the relevance of the research process to the research issue, we used questionnaires. According to Rugg (2007) the questionnaire is a tool for communication. By using questionnaire, we do not want to change people’s attitudes or provide them with information (Rose and Grosvenor, 2001). The important point in our research is that each teacher answers particular questionnaire with possible answers Agree, Disagree and I do not know. This allows for consistency and precision in terms of the wording of the questions, and makes the processing of the answers easier (Denscombe, 2003). However, Silverman (2004) has pointed out that the questionnaire is a tool of communication. In the questionnaire, there is risk for participants to use the help of other people, but, on the other hand they feel more comfortable and free with the questionnaire than to express their thoughts to face-to-face interviewing (Frankfort-Nachmias and Nachmias, 1992). Finally, we used closed questions and we decided to administer the questionnaires on line, through e-mails, in order to save time and cost. The main advantage is that the structure imposed on the teachers’ answers providing us with information, which is of uniform length and in a form that lends itself nicely to be quantified (Hopkins, 2002).

Furthermore, special maintenance has been given to the design of the questionnaire. We designed our questionnaire in a way that our data are going to be tested through statistical analysis and comparisons will be made. Bourque and Clark (1994) proposed that, except of our own questions, we adopt and adjust questions used in other questionnaires in order to compare our findings with other researches. Moreover, our questionnaire is highly functional, easy to fill in from the teachers and the sequence of questions was understandable fo