Desafios da inclusão de alunos com TDAH: razões para o desenvolvimento de estratégias de ensino centradas em recursos psicomotores.

Abstract

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.