Teklemariam, AlemayehuMekuria, Birhanu2018-06-272023-11-052018-06-272023-11-052010-06http://etd.aau.edu.et/handle/123456789/3947Many studies have been conducted concerning the behavior of children with hyperactivity and the problems they face both within educational settings and social life. Unless these children are provided with appropriate behavioral, academic and social interventions as early as possible, they are at risk not only to develop academic underachievement and impaired social interactions, but also their overall development will be deteriorated. However, due to lack of adequate studies, it is difficult to pinpoint the existing problems, research gaps, identification practices and trends of educational provisions and supports for children with the disorder in the Ethiopian context. Therefore, the main purpose of this study was to investigate the behavioral, social and academic characteristics of children with hyperactivity in the regular classroom and teachers' response to meet their educational needs. To achieve this objective, qualitative case study design was employed. Direct systematic observations, in-depth one-on-one interviews and document reviews were the instruments used to collect data. Four children with hyperactive behavior, their classroom teachers, parents and peers who were selected purposefully participated in the study. The collected data were analyzed qualitatively by using case by case and cross case analysis. The findings of the study have revealed that the four children display hyperactive behavior and their hyperactive behavior is severe enough in disturbing the class. Moreover, the hyperactive behavior negatively affects not only the children's academic performance and social interactions but also it presents great challenges to teachers, parents and peers. Due to lack of adequate knowledge and training among teachers, unavailability of facilities and materials and parents' unwillingness to work collaboratively with teachers concerning their children's behavior problems, the children are not provided with sufficient and appropriate educational and social supports by their classroom teachers and parents. Finally, based on the findings of the study, some valuable measures were recommended which enable teachers and parents to help children with the disorder get the best socially and academicallyenEducationThesis