This research aims to investigate the feasible pedagogical practices for the educational
development process of students with Attention Deficit Hyperactivity Disorder (ADHD). This
study is justified because, currently, there are numerous diagnoses of ADHD of students with
hyperactivity, inattention, and learning disabilities, thus being classified as a disorder that is
still very controversial and dubious, both in relation to its concept, its causes, diagnoses, and
treatments. In this context, teachers face several challenges and difficulties in their teaching
practice, regarding the teaching and learning process of these students. Therefore, in this
research, we analyzed the teaching-learning process of students with ADHD, according to the
literature in the area, in search of understanding on the subject, aiming to contribute with
pedagogical strategies that promote the development and inclusion of the student in the
educational context. The investigation was based on a qualitative exploratory bibliographic
research, analyzing theses and dissertations in the CAPES database, and scientific articles
located in Google Scholar, which allowed us to understand how important the role of the
teacher and the school is in this process to develop strategies that contribute to the
development of these children, according to their individualities and social contexts.
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