INCLUSIVE EDUCATION IN EARLY CHILDHOOD: STRATEGIES USED TO SUPPORT CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN EARLY CHILDHOOD EDUCATION

Abstract

This study deals with a bibliographical approach regarding the school inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD). The main objective was to discuss the pedagogical adaptations that can be made to make the inclusion of students with ADHD a reality in early childhood education. The justification for choosing this theme arose from the difficulties teachers have in including these students, while at the same time leaving them out of certain activities, which harms their learning and their social interaction with other children. The methodology used was bibliographical research, through articles and books by authors who deal with the topic in question. The results showed that teachers face the challenge of researching strategies and resources that they can use with ADHD students. Even though they know that there are several adaptations that can be made, they need to know what the difficulties of this student are so that they can make changes in their methodologies. Finally, it is concluded that pedagogical adaptations are essential in the process of including students with ADHD in early childhood education, and these can be carried out in several ways, such as: dividing tasks into smaller steps; repeating important information; providing clear instructions; using visual and practical resources; providing moments of movement; and offering positive feedback and reinforcement. Regarding adaptations in the classroom, the following can be made: placing the student close to the teacher and away from distractions; placing the student close to colleagues who can help; the teacher staying close to the student when presenting the material; providing the student with a privileged view of the schedule and routines; and giving due time for activities and assessments.