O processo de ensino-aprendizagem de alunos com TDAH

Abstract

This research aims to investigate the feasible pedagogical practices for the educational development process of students with Attention Deficit Hyperactivity Disorder (ADHD). This study is justified because, currently, there are numerous diagnoses of ADHD of students with hyperactivity, inattention, and learning disabilities, thus being classified as a disorder that is still very controversial and dubious, both in relation to its concept, its causes, diagnoses, and treatments. In this context, teachers face several challenges and difficulties in their teaching practice, regarding the teaching and learning process of these students. Therefore, in this research, we analyzed the teaching-learning process of students with ADHD, according to the literature in the area, in search of understanding on the subject, aiming to contribute with pedagogical strategies that promote the development and inclusion of the student in the educational context. The investigation was based on a qualitative exploratory bibliographic research, analyzing theses and dissertations in the CAPES database, and scientific articles located in Google Scholar, which allowed us to understand how important the role of the teacher and the school is in this process to develop strategies that contribute to the development of these children, according to their individualities and social contexts.