A relação escola e família na inclusão da criança com características do TDAH: reflexões e contribuições da Pedagogia

Abstract

Attention deficit hyperactivity disorder (ADHD) is a common disorder in childhood and may have a significant impact on the individual’s development, following him into adulthood.This disorder is considered one of the most investigated neurobiological disorders of genetic causes.Regarding diagnosis, it is advisable to be done early, as it will ensure a positive outcome in the treatment, allowing the child to have a better quality of life.Thegeneral purposes of this research were to analyze the relationship between school and family in the inclusion of children with Attention Deficit Hyperactivity Disorder, andto try to present reflections and contributions to inclusion process improvement based on the pedagogical knowledge.The specific purposes of this research were to identify the level of knowledge of families and teachers about ADHD, andto verify the strategies used by them in the social inclusion of the child. Through the collected data in the exploratory and qualitative researchwith questionnaire, was observed that the teachers and the family do not have enough knowledge about ADHD, and do not have necessary knowledge on inclusion.Based on these data, was presented to the subject of research and interested in the subject, a theoretical foundation that can help them in working with children with the disorder. We believe that there needs to be a well-planned educational intervention with parent’s participation, so that the children can be included in the school environment, and develop their social and emotional skills.We aimed to show that teachers and parents can assist effectively in the reintegration of the children to social groups and make possible the stimulation and appreciation of learning.