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