Percepções de Professores (as) de Ciências/Biologia sobre os estudantes com TDAH: Desafios e Perspectivas para as práticas de ensino de ensino inclusivo

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological condition that impacts individuals' attention, impulses, and behaviors. Therefore, considering the specificities presented by individuals with ADHD and understanding that inclusive teaching practices in Science and Biology classes are an emerging challenge, the present study aims to investigate, through a literature review, the perceptions of Science and Biology teachers regarding students with ADHD, considering the challenges and perspectives for inclusive teaching practices. The methodology of this study is characterized as basic, with a qualitative, descriptive, and exploratory approach, utilizing a literature review. For data collection, scientific articles published in Brazil were selected, identified on the Scielo, Google Scholar,and CAPES Periodical platforms. The selected works were published between 2014 and 2024, with the presence of descriptors: "ADHD", "Attention Deficit Hyperactivity Disorder", "Sciences", "Biology", "Teaching Practices", "Inclusion" used with boolean operators (AND and OR). After filtering, five articles on the perceptions of Science and Biology teachers regarding students with ADHD were selected.The results indicate that teachers’ pedagogical knowledge is essential for planning differentiated lessons that incorporate active methodologies and playful resources, which tends to increase engagement and learning among students with ADHD. In this regard, it is necessary to invest in teachers’ continuing professional development so that they can address these students’ specific needs and diversify instructional practices.