primary school and kindergarten teachers, psychologists, speech therapists and resource teachers from all over Bulgaria 
gathered and were highly motivated to learn more about the special needs of children with ADHD, how to recognize its implications on children’s behavior, how to manage a classroom with such students, how they can support children with ADHD more effectively in line with the idea of inclusive education.
During the first training day, the participants clarified their motivation and expectations from the training and learned about the condition of ADHD – its classification according to the ICF international standard, epidemiology, causes and manifestations.On the second day, participants worked in groups on case studies from their own practice and discussed different evidence-based strategies. Participants were also introduced to Unit 2 and 3 of the TAC training module: environment and classroom management & relationships of children with ADHD.The third day was devoted to research-based and evidence-based coping strategies supporting the sense of belonging, acceptance, and inclusion of children exhibiting ADHD-related behaviors.For many of the participants, this was a breakthrough from long-held teaching methods to a new openness to new perspectives on children and their needs. 
