Ações inclusivas para alunos com transtorno do déficit de atenção com hiperatividade

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder of genetic origin that is present in around 5 to 10% of the school-age population, which manifests itself with the presence of symptoms of inattention, hyperactivity and impulsivity. Currently, the literature presents a variety of methods to encourage the permanence and inclusion of people with ADHD in a school environment. The work developed sought to analyze actions developed by teachers, through bibliographical reviews, in order to identify those that obtained the best results, so that the educational community can be offered material conducive to discussions and reflections in this educational area. The research is characterized as a qualitative approach. Data collection was carried out on the Scielo platform based on articles published between 2015 and 2023, using descriptors that reflect the theme, which resulted in 6 (six) final articles evaluated. The results present evidence that the main factors that hinder the inclusion and retention of students with ADHD are the lack of public policies together with the lack of professional qualifications.