A relação da família no processo de aprendizagem da criança com Transtorno do Déficit de Atenção com Hiperatividade (TDAH) no ensino fundamental

Abstract

The present work addressed the life of children with ADHD - Attention Deficit Hyperactivity Disorder, in the teaching and learning process. This is a qualitative research, with a bibliographical procedure, based on relevant studies by renowned theorists and aimed to understand the relationship between family and school in the collaboration of the development of children with ADHD. It sought to know the problems faced by students with the disorder, their learning difficulties due to their inability to concentrate, the challenges and possibilities that the teacher faces within the classroom to make this student develop in learning. It was evident that the participation of the family and the school in joint work for the effectiveness of teaching and learning generates important and positive results for the subject with ADHD. The importance of diagnosis in the initial series can contribute to successful treatment. It showed some pedagogical practices of teachers who deal in the classroom with the student with ADHD and the rich collaboration of the teacher in the child's learning process. It is a neurobiological disorder, with genetic causes, that appears in childhood and often accompanies the individual throughout their life. Although there is no cure, its manifestation tends to decrease with age and the use of medication. When children begin their contact with reading and writing, it is necessary to maintain sustained attention and concentration, so that pedagogical objectives can be achieved. This article provides the definition of ADHD, as well as the importance of the family in the learning process of children with this disorder. Having the family as a base, that is, its involvement with the school. Keywords: ADHD; School; Family; Relationship.