EDUCATIONAL STRATEGIES FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD): A NEUROSCIENCE APPROACHEDUCATIONAL STRATEGIES FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD): A NEUROSCIENCE APPROACH

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a common neuropsychiatric condition in childhood, significantly affecting learning processes and social functioning of individuals. Despite advances in the neurobiological understanding of ADHD, the translation of this knowledge into effective educational practices is still limited. This study aims to explore how neuroscience can inform educational strategies for students with ADHD. The methodology adopted was a narrative literature review, compiling relevant studies from the past twenty years. Diagnostic criteria, types of ADHD, consequences for learning, and educational practices aligned with the perspective of neuroscience were discussed. The review highlighted the importance of deficits in executive functions and inhibitory control to understand the challenges faced by students with ADHD. Proposed educational strategies include structuring the environment, predictability, task division, and fostering self-regulation. Creating an adapted educational environment can promote engagement in learning processes and socioemotional regulation of students with ADHD. Finally, the importance of ongoing research and collaboration between health and education professionals to enhance educational practices for students with ADHD is emphasized.

Keywords: Attention Deficit Hyperactivity Disorder (ADHD); Neuroscience; Inclusive Education; Intervention Strategies.