Alunos com TDAH: interação com outras crianças dentro da escola

Abstract

The present work aims to analyze how a student with ADHD relates in the classroom, with the other students and teachers, as well as to understand how he deals with the relational and learning difficulties in his relationship with teachers. This research was based on studies by authors such as Russel Barkley (2002), Thomas W. Phelan (2005), Coll, Marchesi and Palacios (2004), Bonet, Soriano and Solano (2008), and Dr. Gustavo Teixeira (2011). The methodology of the research was made through a bibliographic study and case study, using as a research source a fifth year boy from a private school. Lessons were observed without intervention and informal conversations were used with the teachers in order to gather more data. The choice of this theme was due to the experiences of the researcher in the classroom and to the observation that there is a need among teachers to get to know this subject better, in order to adequately work on the individual needs of each child. The results indicated that the relations established in the classroom by the boy with the other children and the conflicts that arise between them do not interfere in the student's learning, that is, only the factors directly related to the symptoms of ADHD interfere in the development and learning of this child , inside and outside the classroom. It was concluded that the work of the teacher in the classroom is of fundamental importance for the satisfactory development of the learning of students with ADHD, being necessary that the teachers are trained and sensitive to the presence of students with the attention deficit disorder and hyperactivity. It should be noted that the difficulties presented by the boy during the observation were due to the symptoms of ADHD and that their relationships do not interfere in their learning.