Ensino de quimica para estudante com TDAH refletindo estragias docentes

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that can significantly impact the teaching-learning process, especially in subjects that require great attention, abstract and logical reasoning, such as Chemistry. This condition requires teachers to adopt differentiated strategies to promote student attention, concentration, and engagement. This study aimed to analyze the teaching strategies to teach Chemistry to students with ADHD. The research adopted a qualitative, descriptive approach, with six Chemistry teachers from the state public school system in the city of Areia-PB, Brazil. Data were acquired through conversations, conducted both in person and virtually, which were recorded and subsequently transcribed. The research was approved by the Research Ethics Committee Involving Human Subjects. Data analysis followed the principles of Content Analysis and showed weaknesses in teacher training regarding the inclusion of students with ADHD, it also revealed gaps between legal documents and effective pedagogical practices. Despite these limitations, we observed that teachers develop diverse and flexible strategies, such as the use of visual resources, experimental activities, accessible language, and adjustments according to the class, aiming to aid the learning and participation of the students. We concluded that the inclusion of students with ADHD in Chemistry education requires strengthening continuing teacher education, institutional support, and the recognition of diversity as it is a fundamental principle of educational practices.