A importância das metodologias utilizadas pelos professores para a inclusão do aluno com TDAH no ensino básico: uma revisão integrativa

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder, of genetic causes, that appears in childhood and often accompanies the individual throughout his life. It has been considered by educators as a worrying factor, especially in the school phase, a period in which the child initiates contact with reading and writing, and it is necessary to maintain sustained attention and concentration, so that the pedagogical objectives proposals can be achieved. The present work has the general objective of analyzing the importance of the methodologies used by teachers for the inclusion of students with ADHD in basic education, whose methodology is based on an integrative review that is a specific method, which summarizes the past of the empirical literature or theoretical, to provide a more comprehensive understanding of a particular phenomenon. In this study, the CAPES journal platform was used as a data source, using the keywords: ADHD, methodologies, school and teachers. As an inclusion criterion, we selected studies that the language was Portuguese, between the years 2014 to 2022, with 05 articles being raised. The works demonstrated how much the role of the school and the teacher can interfere in a beneficial way in the learning of students with ADHD, considering the use of specific methodologies that are capable of promoting the development of each student.