TDAH: conhecendo os recursos e estratégias pedagógicas de ensino aplicado em sala pelo professor

Abstract

The present study leads us to think about teaching in a different way due to the difficulties of public school teachers in carrying out their teaching activities when they assist students with Attention Deficit Hyperactivity Disorder. Therefore, we tried to identify the strategies and resources that teachers who have students with ADHD use for teaching-learning. Qualitative research, as a research methodology, enabled us to recognize the importance of deepening this theme. Used in the questionnaire, made from digital platforms as instruments for data collection. Initially, we identified schools that have students with ADHD in Parintins-AM, thus, data collection began in the common school where there are students with ADHD enrolled in the early years of Elementary School. Afterwards, the content analysis of the collected data was carried out. The research subjects were: two education professionals who were teaching students with ADHD who decided to participate in the research by answering the questions in the questionnaire and giving their account of their experience. Therefore, this TCC will show the challenges that teachers went through to be able to include students with ADHD in the classroom, providing quality knowledge and autonomy in their actions and thinking.