Potenciais benefícios da educação física inclusiva para pessoas com TDAH - Transtorno de Déficit de Atenção e Hiperatividade

Abstract

The academic work has INCLUSIVE PHYSICAL EDUCATION as its line of study, as Hyperactivity has been known for approximately one hundred years, however, its clinical characterization is not finalized. The disorder involves the presentation of above average levels of inattention, impulsivity and hyperactivity. It is an early-onset disorder, that is, symptoms usually present before the age of seven, and are notable in most environments such as home, school and community. The problem that guided the research was: How important are Physical Education classes in a playful way for the learning development of students who have Attention Deficit Hyperactivity Disorder (ADHD)? Thus, the hypothesis was to list the pedagogical strategies that can be used to work with this public, making work more pleasurable for the teacher and the student, and thus, enabling studies with teachers, thus contributing to the students with ADHD have access to a better quality of life and better academic performance. The central objective of this research, therefore, is to provide an overview of the potential benefits of inclusive education for people with ADHD, especially in the field of Education. As specific objectives, the work seeks to define ADHD, describing its main characteristics and possible causes; know theoretically the behavioral and emotional changes of the child under study; demonstrate the contribution of teachers and physical education classes to reducing the symptoms of attention deficit hyperactivity disorder. Therefore, this scientific article aims to theoretically understand the behavioral and emotional characteristics of this child, discussing them in the course of this work, and also evaluating the level of knowledge of their teachers about the characteristics of ADHD.