Desafios do processo de ensino-aprendizagem no Ensino Superior para discentes com TDAH: perspectivas docentes

Abstract

The objective was to survey information about the challenges of the teaching-learning process in higher education for students with ADHD and to verify the professional profile of higher education teachers in Uruçuí/PI.. The research was carried out from August to November 2024, divided into two moments: search for the works, on Google Scholar, using the keywords ADHD AND Professors AND Academic Environment, from the years 2014 to 2024, and followed by the opinion survey with the target audience of higher education teachers, in a sample of 10 professionals, using a questionnaire of 20 questions, with 17 closed and 3 open. A total of 350 papers, with an average of 1.4 annual publications in a period of 10 years, characterized as a low number, In the opinion survey, it was found that 100% of the teachers interviewed say they need specific training for social inclusion in educational institutions. It was also observed that 70% of the teachers interviewed stated that they do not research evaluation methods directed to students with ADHD in order to improve teaching learning, in order to reach these students