Processo de inclusão de crianças diagnosticadas com TDAH

Abstract

This study aims to understand the concept and diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in the school context, investigating the challenges faced by children diagnosed with the disorder and the pedagogical strategies that can promote their inclusion. The research addresses three main aspects: the understanding of ADHD and its implications for educational practice, the impact of excessive use of technology (especially screens) on the cognitive development of children with ADHD, and the school inclusion processes. The methodology included a literature review and analysis of educational practices and public policies. The results indicate that, despite the increase in diagnoses and greater awareness, the lack of pedagogical adaptation and adequate interventions remain challenges. Additionally, excessive use of technology can exacerbate the disorder's symptoms. The study concludes that improving teacher training and implementing inclusive practices are essential to ensuring quality and equitable education for these children.