The study investigates institutional aspects of the ADHD-diagnosis from a research position rooted in sociocultural and institutional research. The main research unit is action mediated by institutional tools in a manner inspired by Wertsch, Hjörne & Säljö, Rogoff, Hester, and Mehan. Four sub-studies scrutinize psychiatric assessment, investigate didactical strategies that teachers deploy in mainstream inclusive classrooms, investigate social interplay in classroom peer groups and, finally, analyse institutional interplay between schools, municipal administration and psychiatric clinic in regards to diagnosed children and decisions on providing special educational support and placement in special education units.
Institutional Genesis of ADHD. Studies of Mediated Action in Clinic, School, and Administration