Background: The Inclusive Education Act from 2016 and the Inclusive Education Regulation from
2017 in Bulgaria direct attention to different groups of children/students with developmental
disabilities, including children/students with attention deficit and/or hyperactivity disorder.
Educational practice shows that the outlined conceptual framework is difficult to apply in the
conditions of group activity in Kindergarten or the classroom environment, which necessitates the
need to reconstruct the learning environment for these children, as well as providing
opportunities for better control and monitoring in working with them.

Aims: This presentation provides a brief overview and analysis of some models for effective social
and educational inclusion of children and students with attention deficit and/or hyperactivity
disorder through the interaction of state and educational institutions.

Method: Observations and studies have been conducted that provide grounds for proposing
inclusion models for students with attention deficit and/or hyperactivity disorder.

Results: The intention is to create prerequisites for developing a methodology for inclusive
education of children and students with attention deficit and/or hyperactivity disorder.

Conclusions: The presentation outlines perspectives for support and personal development of
children and students with attention deficit and/or hyperactivity disorder.

Implications for children and families: Discover the wonders of the world together!

Implications for practitioners: It is necessary to rethink and design a new, dynamic
methodological scheme for the education and personal development of children and students
with attention deficit and/or hyperactivity disorder.

Key words: children’s voices, families’ voices, professionals’ voices, community services,
education, government, policy, attention deficit, hyperactivity, models of inclusiveness

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education