A investigação sobre a inclusão da criança com transtorno de déficit de atenção e hiperatividade (TDAH) no ambiente escolar

Abstract

This work provides a dynamic analysis of the causes and consequences of ADHD on child development. The study addresses the barriers faced by families and schools in dealing with this increasingly common disorder, which, if not treated, can hinder student development and especially the student's socio-educational development. The methodology used was bibliographical research, in which it was found that ADHD can arise through heredity, but also through events during pregnancy, that is, the development of the disorder is directly linked to the combination of external and internal factors. Therefore, it is in this scenario that the school, which for a long time felt immobilized and often functioned as a tool of segregation, must seek, through inclusive thinking, to develop strategies capable of transforming the symptoms of ADHD into allies in the growth process. Child’s intellectual. This is where the family comes in, as the work of the school and the family makes it possible for the child to develop in the most diverse areas, whether educational, social or cultural. Therefore, it is necessary for educational institutions to seek pedagogical measures capable of involving all members of the community in which the child is inserted and for parents to seek professional help, as this is the only way we will be able to improve personal relationships whose consequences can reach a healthy and inclusive coexistence.