Psychopedagogical strategies for the educational inclusion of students with attention deficit hyperactivity disorder

Abstract

Introduction: the inclusive education paradigm postulates that all students, regardless of their personal or social circumstances, have the right to access quality education under equal conditions.

Objective: to characterize psychopedagogical strategies for the educational inclusion of students with attention-deficit/hyperactivity disorder.

Method: a literature review was conducted in the PubMed, Scopus, Web of Science, and Google Scholar databases between January 2018 and December 2023. Qualitative and quantitative studies and systematic reviews addressing psychopedagogical interventions for ADHD in inclusive school settings were included. A total of 15 references were selected that addressed different characteristics related to the topic in question.

Results: multicomponent strategies, which integrate curricular adaptations, positive reinforcement, multisensory teaching, family-school collaboration, and the use of assistive technologies, are the most effective, as they act simultaneously on the environment, instruction, and the student. The design of effective psychopedagogical strategies for ADHD is based on solid theoretical frameworks that explain the core difficulties of the disorder and propose support mechanisms. The main obstacle is not a lack of knowledge but rather the widespread and systemic implementation of these practices.

Conclusion: evidence-based psychopedagogical strategies are crucial for the effective inclusion of students with ADHD. Their success depends on a systemic approach that involves teachers, families, and specialists, as well as educational policies that prioritize teacher training and the provision of adaptive resources.