Abstract
The major of this study was to investigate elementary teachers' instructional adaptations and Family educational adaptations for ADHD students. The major way of the research is questionnaire survey with the "Elementary students Attention Investigation Questionnaire". The sampling way of this study was stratified random sampling. The object of the study was 224 teachers and 189 parents for ADHD students. The finding of the study as follow: In school, most of school support services are teacher counsels, parents and teachers communication, modulate examination time, distribute ADHD students to the teachers who have special education background. In class, most of teachers use these instructional adaptations below: make ADHD students seat away from interference, give encourage at the right moment, give example and practice opportunities. And about parents, most of them use clear instructions and regular lifestyle to manage ADHD children behavior. ADHD parents were less involved in counseling or related activities, the reasons are too busy to have time in activities, or without the information, can't find the appropriate courses and activities, feeling no real assistance. About needs, teachers and parents need most are both the behavior problems solve skills.