O TDAH na escola: possibilidades e limites da inclusão

Abstract

This article seeks to investigate the topic of school inclusion of children with Attention Deficit Hyperactivity Disorder – ADHD in the early years of elementary school. This disorder is one of the most common in classrooms. The theme was chosen because we understand that there are very common difficulties in schools in relation to working with children with ADHD and, therefore, we see the need to have a process for structuring effective teaching-learning for these students. With this, we also wanted to clarify some impasses in everyday school life when working didactically with this audience and the research problem was: what are the possibilities and limits of including ADHD in the early years of elementary school? Thus, the general objective is to investigate the possibilities and limits of including children with ADHD in the early years of elementary school. Furthermore, it is proposed, as specific objectives, 1. describe the historical, legal and epistemological context of Attention Deficit Hyperactivity Disorder; and 2. Investigate how the teaching-learning process happens for children with ADHD in the early years of elementary school. The research has a qualitative and bibliographical approach, with theoretical support from authors Lednani and Almeida (2008), Gil (2010), Hühne (1999), Moresi (2003), Lakatos and Marconi (2003), as well as legislation: LDB - National Education Guidelines and Bases Law (BRASIL, 1996); PL 3517/2019 (BRAZIL, 2019) and the like. The analysis of the theoretical framework highlights the lack of professionals given this reality, showing that there is a need for specific training to deal with children who present this type of disorder. Therefore, as a result, it was possible to understand that the school environment is favorable to trigger significant learning for children with ADHD, and it is only necessary to align the difficulties encountered by these children, in terms of behavior and concentration, so that knowledge can be achieved. Built. It is also worth highlighting the relevant role that the educator plays in the learning of children with ADHD, as they are the mediators of systematized knowledge.