One of the common childhood difficulties teachers face in schools is attention deficit/hyperactive disorder (ADHD). The main characteristics of children with ADHD are inattention, hyperactivity and impulsivity. Misunderstanding of the disorder and the child's feelings leads to a mismatch beetween the expectations of parents and teachers with the children's ability to respond appropriately. In contemporary societies, children with various disabilities have the opportunity to become involved in the educational system, which is guaranteed by national and international documents. Most children with hyperactive disorder are enrolled in regular programs with appropriate support. The aim of this study is to analyze students and teachers opinions on methodological-didactic adjustments for students with ADHD, as it is know that children with different disabilities may progress (in all or some areas) as well as their peers in accordance with their abilities. The results of the study show that students and teachers class and subject teaching are ready to tailor materials, content and activities to students with ADHD, as well as being willing to work with students with ADHD often seek the help and advice of a professional associate. But by statistical analyzis it has been confirmed that students are significantly more willing to devote more time to preparing additional materials for students with ADHD compared to teachers. Statistical analyzes found significant differences among respondents in their attitudes towards working with student's with ADHD, bases on the age of the respondents. Statistical analyzes did not identify differences in the opinion of the classroom teachers and the teachers of the subject teaching in their thinking on the functioning of students with ADHD. Also no statistically significant differences were found in the ratio of techers to students with ADHD compared with students.