CLEMENTE, H. M. H.; http://lattes.cnpq.br/4566497070912286; CLEMENTE, Hellen Maria Holanda.
Resumen:
Attention Deficit Hyperactivity Disorder is a neurodevelopmental disorder that is one
of the most common childhood disorders. This neurological condition can cause
direct damage to the learning of these children in the school environment due to the
triad of its symptoms, such as inattention, hyperactivity and impulsivity. The overall
aim of this research is to investigate the challenges of the teaching-learning process
and its implications for the inclusion of students with attention deficit hyperactivity
disorder. This research sought to answer the following questions: What are the
dilemmas faced in the teaching-learning process of students with ADHD? And what
strategies can be developed to tackle this problem and make school inclusion a
reality? To this end, a qualitative field study was carried out using a semi-structured
interview. The sample consisted of four teachers from the 1st, 3rd and 5th grades of
elementary school at a municipal public school in the city of Baixio, located in the
interior of Ceará. The results of the research showed that the challenges to the
effective inclusion of students with ADHD is the lack of continuing training for
teachers to gain knowledge about the characteristics and peculiarities of students
with ADHD, and it was possible to infer the effectiveness and advantages of
approaches that combine play and psychomotor activities for the development and
inclusion of ADHD, however, there is still a lack of conceptual understanding and
about the purpose of psychomotor activities, because, despite their application and
benefits, they are worked on intuitively. It is therefore concluded that there are still
many gaps to be filled in order to guarantee more efficient and effective support for
students with ADHD, emphasizing the need to offer continuing training and materials
to help educators provide inclusive care for students with ADHD, as well as the need
for greater appreciation of psychomotor activities and knowledge on the part of
educators of their beneficial impacts on the cognitive, motor and social development
of these individuals.
