INCLUSÃO DE ESTUDANTES COM TDAH NA EDUCAÇÃO BÁSICA: REVISÃO INTEGRATIVA

Abstract

The inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in basic education represents a relevant challenge in the contemporary educational context. Thus, this study has the general objective of identifying and analyzing what the literature of the last ten years brings about the inclusion of students with ADHD in basic education. To this end, an integrative review was carried out in the LILACS, SciELO and BDTD databases, using the descriptors ADHD AND basic education AND inclusion, in Portuguese, English and Spanish, between 2013 and 2023. The research results highlight the importance of training and training educators, as well as promoting inclusive educational environments that meet the individual needs of students with ADHD. Inclusion not only benefits students with ADHD, it enriches the learning experience for all students. This study highlights the continued relevance of research in this area and the need to improve educational approaches to meet the specific needs of students with ADHD, thereby promoting a more equitable and inclusive education.