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Objectives: We wanted to determine: (1) whether ADHD symptoms were more common in mothers of children with ADHD; (2) whether mothers of children with ADHD differed in their parenting strategies; and (3) whether there was a difference in care-giving arrangements for children with ADHD and without ADHD. This was done by comparing mothers of children with ADHD with mothers of children without ADHD in Singapore. Methods: Mothers of children with ADHD (n=46) and mothers of children without ADHD (n=45) completed the Conners' Parent Rating Scale-Revised, the Conners' Adult ADHD Rating Scale-Self Report and the Alabama Parenting Questionnaire. Results: Mothers of children with ADHD did not report higher levels of current ADHD symptoms compared with the control group. However, they did use less adaptive parenting strategies. There were also no differences in the reported behaviours of children cared for by a paid worker and those cared for by mothers. Conclusions: Data support the Singapore Clinical Guidelines recommendations for the promotion of parenting skills, and referral to parenting programmes for parents of children with ADHD. The promotion of parenting skills and referral to parenting programmes for mothers of children with ADHD might include the option of electronic forms of programme delivery. The model of using paid help in the home, which is commonplace in Singapore, does not seem to disadvantage children with ADHD.

Integration of children with disabilities into mainstream settings has proven benefits in some areas of development for both children with and without disabilities. For integration to be successful, however, literature suggests that teachers need to have positive attitudes and appropriate training towards meeting the needs of children with disabilities. Before comprehensive integration is implemented, it is, thus, necessary to ensure that the appropriate climate exists among teachers. In order to determine the feasibility for success of integration in Singapore at the pre-school level, the attitudes of a sample of pre-school teachers and supervisors (N = 76) was examined by asking them to comment on a hypothetical situation of integrating children with disabilities into their centres. Results indicated that the majority of teachers were willing to consider integrating children with disabilities but voiced concerns about their abilities to cope on a daily basis without relevant information about disabilities, training and support. The positive attitudes of the teachers suggest that the current climate for integration at the pre-school level is conducive for integration; however, appropriate training and support would be needed.