This paper presents the study that examines English as a Foreign Language (EFL) teachers' knowledge and perceptions of students with Attention-Deficit Hyperactivity Disorder (ADHD) in Taipei, Taiwan. The study focuses on the following four areas: (a) symptoms of ADHD: (b) the treatment of ADHD: (c) the DSM-IV diagnosis and (d) general information about the nature, cause, and outcome of ADHD. Collectively, one hundred and thirty-four Taipei municipal public elementary school EFL teachers completed the demographic information and Knowledge of Attention Deficit Disorders Scales (KADDS). The analysis has confirmed that teachers with experience in ADHD show slightly higher KADDS scores than that of teachers without any experience. However, several statistical procedures showed that the difference is not considered statistically significant. Evidently, both groups of EFL teachers lack of sufficient knowledge and frequently misperceive symptoms of ADHD. Conclusively, the study suggests that EFL teachers should receive trainings in the professional development in order to entail more successful teachings tinder the inclusion settings.
