TEACHING STRATEGIES FOR STUDENTS WITH ADHD IN LOWER SECONDARY EDUCATION AT VITAL DE ANDRADE BRANDÃO SCHOOL IN CAREIRO AM-2024.

Abstract

Reading and writing constitute fundamental pillars of educational development; however, students with Attention Deficit Hyperactivity Disorder (ADHD) face significant barriers in acquiring these competencies. This study addresses the following research question: What didactic approaches, knowledge, and strategies are necessary for Lower Secondary Education professionals to combat reading and writing difficulties in 6th-grade students with ADHD in public schools? The general objective was to analyze the most effective didactic approaches in this context. Specific objectives included: identifying factors that aggravate these difficulties; describing the impact of continuous teacher training; and reviewing literature on inclusive pedagogical approaches. The justification lies in the urgency of strengthening genuinely inclusive education, preventing school dropout and damage to student self-esteem. A qualitative descriptive methodology was adopted, employing systematic observation, documentary analysis, and bibliographic research at Vital de Andrade Brandão School in Careiro (AM). Data were analyzed according to Bardin's theoretical framework. Results revealed that distraction and impulsivity represent the primary obstacles, accounting for 40% and 25% of observed behaviors respectively. Multimodal pedagogical strategies, task fragmentation, and use of mind maps proved effective. It is concluded that overcoming these barriers requires abandoning standardized teaching in favor of flexible, structured, and empathetic practice, grounded in neuroscience and continuous teacher development.