This article has as main objective to know the problems facing the teacher when working in the diagnosis of students with Attention-Deficit Hyperactivity Disorder (ADHD). The research, with a exploratory and qualitative character, used the cause study" system and the semistructured interwiew to obtain the data. The results reveal the most important problems that teachers have in the collaborative process and offer some diagnostic guidelines for the multidisciplinary work that provides significant data for the final decision.
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