Transtorno do Déficit de Atenção e Hiperatividade (TDAH): estratégias e desafios em sala de aula

Abstract

This article focuses on the challenges and strategies of students with Attention Deficit Hyperactivity Disorder (ADHD) in the classroom. ADHD is a neurological disorder, with genetic causes, presented in school-aged children and adolescents and continues throughout life. The diagnostic an statistical manual of mental disorders DSM-IV-TR classifies ADHD into three subtypes: inattentive, hyperactive/impulsive and combined type. The disorder is a major challenge for education, as students with ADHD have great difficulty concentrating, stopping in class, and are usually children with a certain imbalance in their thinking and acting. The Brazilian Attention Deficit Association (ABDA) has prepared some strategy tips for teachers and families to teach students with ADHD. If the child is not diagnosed and treated, it could have serious consequences in the school and family environment. The student will show problems in learning, may have low academic performance, self-esteem, difficulty in social interaction. In this context, the research aimed to analyze the pedagogical strategies used in the teaching-learning process with students diagnosed with ADHD. As a methodological procedure, a bibliographical survey was carried out in accessible sources through already published content, by consulting articles, books and materials available on the internet through Google Scholar. Therefore, the results show the need to seek strategies to include students with ADHD at school. During the research, the need to put into practice pedagogical teaching actions that favor the particularities of students with this type of diagnosis became visible. The teacher must seek appropriate methodologies that enhance the specificities of students with ADHD. The important role of the family and school relationship in developing quality and inclusive education was also highlighted.