Objective:

This article aims at assessing teachers’ capacity for assisting primary school children with attention-deficit hyperactivity disorder in order to provide equal educational opportunities.

Methods:

The authoress rely on theoretical methods such as analysis-synthesis, induction-deduction, modeling, document analysis, participant observation, in-depth interviewing, and survey. Empirical methods, observation among them, help to characterize teaching procedures.

Results:

The main finding is a diagnosis of teachers’ competencies to lead and assist the teaching-learning process of primary school children with attention-deficit hyperactivity disorder. Conclusion: The findings show the potential and teachers’ competencies to meet primary school children with attention-deficit hyperactivity disorder needs.