FORMAÇÃO DE PROFESSORES PARA ATUAÇÃO COM ALUNO TDAH

Abstract

This article brings a contribution to the debate about the performance of teachers with students diagnosed with Attention Deficit Hyperactivity Disorder in the public school system, in the early years of elementary education. For Silva (2009) ADHD has a genetic origin and is related to dysfunction in the prefrontal region of the brain, responsible for controlling impulses, inhibiting inappropriate behavior and the inability to plan, organize, pay attention, concentrate and remember, among other functions: 1 - Attention Deficit Disorder of the predominantly inattentive type; 2 - Attention Deficit Hyperactivity Disorder of the predominantly Hyperactive/Impulsive type; 3- Attention Deficit Hyperactivity Disorder of the combined type. The objective is to recognize the pedagogical practices used by teachers who learning with elementary school students with ADHD, as well as to identify what the training pathway of teachers who work with ADHD students is like, and to contribute to the debate on teacher training. The methodology of the experimental bibliographical research was qualitative, of a basic and exploratory nature. Silva (2009), Barkley (2002) and Ramos (2012) were used as references. For analysis we searched the articles published between the periods 2020 to 2022, with the descriptors: ADHD and learning, in the Google Academic portal. For the discussion of results we did the work of basing all content the teaching strategies; differentiate the types of ADHD and teaching methods to use in the classroom; the importance of training. As a result, we found lack of information, lack of knowledge and difficulties in including students with special educational needs. As an alternative, that teacher training should be guided by understanding the needs of the student, as well as planning differentiated activities that are appropriate to the demands of each student included.