The purpose of this study was to delve into the challenges of collaborative literacy instruction, literacy assessments, and the development of behavior plans in order to support Attention Deficit Hyperactivity Disorder (ADHD) learners in an urban classroom setting. The DSM-IV states that the neuropsychiatry syndrome of ADHD affects approximately 1-12% of all school-aged students. The use of a differentiated instructional model enhanced the learning potential of ADHD students. Cooperative instructional practices supported ADHD students with literacy instruction. A qualitative research approach with an open-ended questionnaire was used to examine the aspects of instructional diversification in urban classroom settings. Data from participants' questionnaire responses uncovered the challenges and strengths in relation to collaborative literacy practices, literacy assessments, and behavior plans in the classroom and areas of need for further professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]