TDAH: Percepção e Intervenção no contexto escolar

Abstract

This monograph was dedicated to studying Attention Deficit Disorder and Hyperactivity – ADHD, to understand and analyze how teachers perceive and intervene in the cases of students with this disorder, breaking up into the deepening of the historical-conceptual dimensions, identifying the perceptions teachers and describing the pedagogical interventions aimed at the student. O study considered children in elementary school, as well as basic education teachers. The work was based on research on the theme in national and international literature and in my personal experiences. At approaches taken cover issues such as interventions and techniques pedagogical practices, the approach of the Brazilian educational system on learning, the treatments indicated for children with ADHD, the relevant presence of the family in partnership with education and mental health professionals. The results found related to interventions for children with ADHD, bring visibility to the reality and impacts on the child's school and social life and repercussions for their future. These demonstrate the need for greater investment in changes in practices in the different contexts where children with ADHD is included, as well as curricular updating for teacher training, including inclusive practices for children with ADHD, so that attention to children with ADHD are the protagonists of a meaningful and contextualized education with children with this disorder.