As relações entre crianças com TDAH e crianças neurotípicas no ambiente escolar: desafios e perspectivas de inclusão

Abstract

The present study aims to understand the relationships of children with ADHD and neurotypical children in the school environment, analyzing the factors that influence behaviors and perceptions, as well as identifying inclusive strategies in the classroom. The choice of the topic is due to experiences in the classroom during a mandatory internship,which led to reflections on how children with ADHD are perceived in the classroom by other children and also by the teacher. Often, the child who shows this disorder may be labeled as careless, disinterested, and even inconvenient, which can strongly influence their school experience. Thus, it is of great importance that educators and the family of this child are attentive and seek paths for inclusion. The research is based on the studies of Teixeira (2014), Barkley (2008), Mantoan (2003) and Ferreira (2006), among other authors who have researched ADHD and inclusion. The methodology used was bibliographic research and the report of the experience of observing a boy who is in the 5th grade of elementary school and has an ADHD diagnosis, in addition to conversations with the class teacher. The results indicated that, for a good relationship and consequently a full development of the neurodivergent child in the classroom, the school and the family are of fundamental importance. The school needs to be prepared and the teachers trained, as well as attentive and sensitive to their students. The family, in turn, needs to continue the teaching work, maintaining close and intelligent communication with the school.