Transtorno de Déficit de Atenção e Hiperatividade-TDAH: ensaio sobre desafios de inclusão e possibilidades pedagógicas
This paper aims to understand which pedagogical factors influence and / or contribute to the student with Attention Deficit Hyperactivity Disorder (ADHD) being included in a regular classroom. For this we start from the following problem question: What school activities contribute to the inclusion o...
| Autor principal: | LOURINHO, Rita Joice Magno |
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| Grau: | Trabalho de Conclusão de Curso - Graduação |
| Idioma: | por |
| Publicado em: |
2020
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| Assuntos: | |
| Acesso em linha: |
https://bdm.ufpa.br:8443/jspui/handle/prefix/2920 |
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This paper aims to understand which pedagogical factors influence and / or contribute to the student with Attention Deficit Hyperactivity Disorder (ADHD) being included in a regular classroom. For this we start from the following problem question: What school activities contribute to the inclusion of a student with ADHD in a regular class? As for the methodological approach, it follows the narrative research and private case study with systematic observation of classes that lasted five hours during Thursdays in September, October and November 2018 as a research plan within the Teaching Internship I. The research took place through the analysis of the conditions of school inclusion of a student who is 10 years old and enrolled in a regular class of the 3rd year of Elementary School I in a public school in the city of Belém-PA. Data were obtained through records in personal notes, photographs, interviews and conversations with the conducting teacher and the class. The results showed that the way the school receives students, the use of attractive and varied methodologies in the classroom are efficient strategies for the inclusion and social interaction of students with ADHD to promote successful results. |