CHALLENGES OF SCHOOL INCLUSION FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Abstract

Abstract

The aim of this paper is to learn more about Attention Deficit Hyperactivity Disorder (ADHD), analyzing the main challenges this disorder poses to the school inclusion process and the possibilities for pedagogical intervention. ADHD is a neurodevelopmental disorder characterized by attention difficulties, impulsivity and hyperactivity, affecting the individual's ability to maintain focus and control their impulses. In the school context, these characteristics can compromise learning, interaction with peers and adaptation to the educational environment.

The methodology used was a literature review on the characteristics of ADHD and its challenges in the school environment. The main challenges identified involve the lack of adequate resources, the need for continuing training for educators and the adaptation of teaching practices to meet the specific needs of these students.

However, the research also points to pedagogical possibilities that contribute to the inclusion of these students, such as the use of teaching strategies and techniques and playful activities. The conclusion is that for effective inclusion of students with ADHD, it is essential that the school promotes a learning environment that values diversity and fosters the autonomy of these students, respecting their particularities and offering constant support for their academic and social development.