Percepção de psicólogas (os) escolares sobre as práticas pedagógicas voltadas para a inclusão de crianças com transtorno do déficit de atenção/hiperatividade.

Abstract

Attention deficit hyperactivity disorder (ADHD) affects the lives of children and adolescents, causing damage in several areas, such as interpersonal relationships, adaptation to environments and especially to the academic environment. The research we carried out had the objective of analyzing the perception of psychologists about the pedagogical practices aimed at including children with ADHD in the school environment. Thus, it was important to know the main pedagogical practices of inclusion of students with ADHD undertaken by schools, to understand what psychologists think about school strategies for managing the demands presented by students with ADHD, to understand the main challenges to effect the inclusion of children in the school space. This is an exploratory research with a qualitative approach that had the interview as a data collection technique with five professionals who work in school care with students with ADHD. Data were analyzed in two categories of analysis according to Bardin's content analysis technique. With the research, the identification of practices considered effective for inclusion, such as: the allocation/positioning of the student closer to the teacher, carrying out evaluations in an unattractive space, the use of positive reinforcements, reduction of the number of graphic activities, use of concrete resources or images, organized routines, performing breathing exercises and meditation. And challenges for inclusion, among them: the school and family relationship, overcoming content teaching systems, flexibilization of teaching practice and understanding of the singularities of students with ADHD. Keywords: ADHD. Inclusion. School Psychology.