Transtorno de déficit de atenção/hiperatividade: o que os professores universitários sabem sobre isso?

Abstract

The inclusion of students with Attention Deficit Disorder / Hyperactivity Disorder (ADHD) in higher education is a reality, but the difficulties faced by students with this profile can not only configure the disorder itself, but also in the way academics deal to confront this problem. Therefore, will the university teachers get the necessary knowledge about ADHD so they can take appropriate positions for the sake of overcoming these difficulties? Will students with ADHD are actually included in the institution of higher education? Given the above problem, this article took over as main objective to analyze the knowledge of university teachers against ADHD. Alreadyealt with the specific objectives a) verify the conduct of teachers to face difficulties associated with ADHD and b) describe and analyze the most common teaching practices in the group. Methodology was to exploratory research, with cross-sectional design. It was an information gathering qualitative study. Counted with the participation of 20 university professors in the federal state of Paraíba network. The instruments used were: a sociodemographic questionnaire and the technique of Natural Semantic Networks (RSN). The RSN investigated the psychological meaning of the keywords Disorder Attention Deficit / Hyperactivity Disorder and Evaluation. The results revealed that knowledge of university teachers on the ADHD environments is not sufficient to adopt teaching strategies that facilitate the learning process of these students. The study provided a unique contribution to the institutional aspect of Psycho-pedagogy.