A inclusão de estudantes com TDAH: um relato de experiência de uma mediadora pedagógica

Abstract

The interest in the theme of this paper was born from the author's concerns about the lack of preparation and knowledge of school professionals on the subject of Attention Deficit Hyperactivity Disorder - ADHD and its specific needs. Thus, the objective was to analyze the role of the pedagogue in the necessary adaptations for students with ADHD. To this end, a bibliographic research was chosen to generate an approximation and updating with the theme, from which the following chapters were built, and then we brought an experience report with five (5) students with ADHD, accompanied by a pedagogical mediator, pointing out different aspects of their school trajectories. The results showed that, although the analyzed students have the same diagnosis or diagnostic suspicion, each student is unique and, therefore, should be understood based on their real needs. In this context, we highlight the importance of the pedagogue's view as essential to propose adaptations that facilitate or promote school inclusion for students with ADHD.