Intervenção psicopedagógica institucional no transtorno de déficit de atenção e hiperatividade

Abstract

The article presented herein constitutes a qualitative research about the learning difficulties involved in Attention Deficit Hyperactivity Disorder (ADHD), whose purpose is to demonstrate the institutional psychopedagogical performance with a child diagnosed with ADHD. For the methodological development, we adopted a case study with the application of the observation protocol, analysis of student’s school notebooks and structured interview with the teacher in the classroom. The results indicated that there are many learning difficulties in the individual with ADHD, and, indeed, the lack of adequate training on the disorder, entails difficulties as regards the planning of activities postulated by the teachers. We conclude that the role of the educational psychologist in the school is relevant, since it offers important contributions to the optimization of the learning process of students with ADHD.