Inclusion is an approach of educating students with special educational needs (SEN), where these students learn together with students without SEN. The research looks at one particular condition requiring SEN, which is attention deficit hyperactivity disorder (ADHD). This condition consists of a group of symptoms that include inattentiveness, hyperactivity and impulsiveness. The study has been conducted in Taichung County, which is a region of central Taiwan. The concept of inclusion has spread across the world and is a main approach used in Taiwanese education. The research presented here explores the needs of classroom teachers who deliver inclusive educational services directly in practice, in Taiwan. The researcher has identified a number of issues regarding the implementation of inclusion in Taiwan. Policy and intentions may appear good in theory. However, the implementation can be problematic when put into practice. . Although Taiwan has embraced inclusion, implementation of,inclusive practices in Taiwan tends to have some variability. Anomalies may arise due to local authorities setting their own legislation and also the student transfer system to other schools, which can have consequences for funding and school classroom numbers. An important aspect of the findings of this research is related to teacher training programmes (TTP) and how teachers may understand ADHD and the individual needs. of students with ADHD in the Taiwanese context. They need to have a broader and more practical view on how to deliver educational services. The researcher advocates that TIP takes on a multimodal approach. Moreover, this concept may show other ways to help students with ADHD and lead to minimal use of medication. The research provides a teaching inclusive environment support model to highlight the linking relationships and interactions between the main "players" involved. These include policy, schools and parents with teachers taking a central role. Taiwanese classroom teachers in this study displayed positive attitudes towards their students with ADHD. Although they felt a need to manage the classroom themselves, they experienced real needs for assistance. Their perspectives provided in the study reflect the cultural differences regarding their views on support but at the same time reveals the necessity for positive directives from both policy and schools to assist these teachers, including strengthening of legislation. This is a unique empirical study for Taiwan. The researcher trusts that the outcomes may be useful to all of those "players" involved. The main aim is the help and support of the Taiwanese classroom teacher, who in turn can deliver positive inclusive services, not only to the students with ADHD but to the class as a whole.