A inclusão escolar de estudantes com transtorno do déficit de atenção/hiperatividade: necessidades e perspectivas

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) has been discussed in the educational context due to the implications its characteristics can have on the teaching and learning process. This work aims to analyze the challenges and possibilities present in the education of children with ADHD, based on an account of the experience of a pedagogy student, as well as to discuss the characteristics of the disorder. The research is based on theoretical studies by authors Vygotsky (2007) and Barkley (2008), addressing child development, learning, and inclusive education, highlighting the importance of pedagogical mediation in the educational process. The methodology used is characterized as qualitative research, with a bibliographic and descriptive approach, based on the analysis of academic productions related to the topic and on reflection on pedagogical practices experienced by the author, both as a mother and as a pedagogue focused on serving students with ADHD. The results show that, although the disorder presents challenges in the school context, the adoption of inclusive pedagogical strategies, the planning of diversified activities, and collaborative action between school and family can significantly contribute to the development and learning of these students. It is concluded that the role of the educator is fundamental in building educational practices that respect differences, promote inclusion, and favor the integral development of children.