Psychopedagogical strategies for the inclusion of students with ADHD in basic education

Abstract

Introduction: educational inclusion is defined as the process of identifying and eliminating barriers that impede the full participation and academic achievement of all students, regardless of their abilities or disabilities.

Objective: to develop a psychopedagogical strategy for the inclusion of students with ADHD in elementary education.

Method: qualitative research was conducted because it allows for an in-depth exploration and understanding of the various factors that influence the inclusion of students with ADHD in elementary education. The school curriculum was reviewed to determine what opportunities exist for content adaptation, and the infrastructure and resources available at the institution were observed, considering physical, technological, and material aspects. Data collected directly through interviews with teachers and families were included. In addition, classroom observations were conducted to analyze student interaction with adolescents with ADHD.

Results: the findings indicate that the traditional education system does not always respond to the specific needs of students with ADHD. The need to train teachers to improve teaching and student integration is suggested. The proposed actions seek to improve students' educational experience through a multidimensional intervention. Evidence suggests that an effective psychopedagogical strategy must be student-centered and consider both the school and family environments.

Conclusions: the effective implementation of psychopedagogical strategies is a key factor for the integration of students with Attention Deficit Hyperactivity Disorder (ADHD) into basic education.