O transtorno de déficit de atenção / hiperatividade no contexto inclusivo (TDAH): desafios e possibilidades

Abstract

The present work is treated of a bibliographic research, that has theoretical basement based on the studies of Piaget and Vygotsky about the interaction, development and leaming difficulties as well as based on the theoretical ones that discuss the trouble of attention / hiperactivity deficit, such as Barkley, Benezik, Rohde, Phelan and Fonseca. The research, here told, treats of the importance of the inc1usion of the child carrier of DAHT inside the school institutions, analyzing causes and proposing actions to respect their specificities. In that way, it emphasizes the importance of the teacher's interaction and of the obstac1es existent at school for the process of scholar inc1usion. In that sense, this work explains the problems that affect or may affect those children's learning. Once elucidated, it becomes easier for the professionals that deal direct or indirectly to work with the children, many times misunderstood, with the intention of minimizing their difficulties and, with this, to get a better school acting.