Ações inclusivas do pedagogo para alunos com Transtorno do Déficit de Atenção e Hiperatividade

Abstract

The presence of students with Attention Deficit Hyperactivity Disorder has been increasingin school spaces. These children are stereotype as lazy, having no interest in studies and with feelings of exclusion from the classroom, not only in terms of interaction but also in terms of learning. Therefore, it is up to the teacher to have a careful look to include these students in his/her classroom, to help them solve their difficulties and to feel part of the environment. This is possible from the moment the teacher understands the causes of their characteristics and implements actions that not only include them at an intellectual level but also provide a good interaction with their colleagues. Thus, this research aims to investigate the actions of the pedagogue who promote an inclusive classroom for third-year students who have Attention Deficit Hyperactivity Disorder. The objective is to identify teachers who work with classes of the third year of elementary school - early years, to know their practices and resources they use in the process. Besides that, to verify the difficulties faced by these teachers when developing activities with these children. The research is classified as qualitative exploratory, making use of a questionnaire applied with Google Forms in the target audience: teachers who work in the third year of elementary school - early years. The teachers were later submitted to semi-structured interviews. Content analysis of the collected data was performed. It was verified that the teachers propose actions in their classrooms to include students with ADHD, providing good experiences not only for this specific group, but for the class as a whole.