Os desafios aos professores no ensino dos alunos com TDAH: descobrindo caminhos para o desenvolvimento da leitura e escrita

Abstract

The present study leads us to think about teaching in a differentiated way due to the difficulties of public school teachers in the fulfillment of their teaching activities, when they attend students with Attention Deficit Hyperactivity Disorder. Therefore, we sought to identify the strategies and resources that teachers who have students with ADHD disorder use to teach reading and writing. The Field Study (GIL, 2002), as a research methodology enabled us to recognize the importance of deepening this theme. Interviews, classroom observations and field diaries were used as tools for data collection in the research. Initially, we sought information from professionals at the Rehabilitation and Support Center, and identified schools that have students with ADHD in Candiota-RS. Thus, the data collection began in the Attention and Rehabilitation Center and in the common school where there are students with ADHD enrolled in the initial years of Elementary School. After the content analysis (BARDIN, 2009) was performed, the collected data were grouped into the following categories: interviews, classroom observation and field diary. The research was carried out in the first and second semester of 2017. The research subjects were: two professionals who work in CRA and one teacher of students with ADHD in common schools. The results show that teachers need more information and follow-up of health professionals so that they can propose strategies and resources that respect the individuality of students with ADHD, favoring the teaching-learning process and development in their social relations.