ESTRATÉGIAS DE INCLUSÃO DE ALUNOS COM TRANSTORNO DE DÉFICIT DE ATENÇÃO E HIPERATIVIDADE (TDAH) NOS ANOS INICIAIS

Abstract

Attention deficit hyperactivity disorder (ADHD) affects 4% to 10% of school-aged children and presents symptoms of inattention, hyperactivity, and impulsivity that negatively impact academic performance and social interactions. Although the current medical approach considers ADHD as a disorder of biological origin, focusing on attentional deficits and motor dysfunctions, Vygotsky's perspective (1997) highlights the relevance of the cultural context and social interactions for psychological development. In this sense, collaboration between family and schools is crucial in the management of Attention Deficit Hyperactivity Disorder, since both areas need to work together to create a welcoming and inclusive environment. The implementation of regular meetings, effective communication, and training programs for educators and families are fundamental to developing inclusion strategies, adjusting pedagogical methods, and developing personalized intervention plans. This partnership enables the comprehensive development of children with ADHD, allowing them to reach their potential and integrate harmoniously into the school community.