INFLUENCE OF DIGITAL TECHNOLOGIES ON THE TEACHING AND LEARNING PROCESS OF STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN THE FINAL YEARS OF ELEMENTARY EDUCATION IN FULL-TIME SCHOOLING

Abstract

This article aimed to analyze the influence of digital technologies on the teaching and learning process of students with Attention Deficit Hyperactivity Disorder (ADHD) in the final years of elementary education in full-time schools. The study sought to understand how Digital Information and Communication Technologies (DICTs) can contribute to the attention, concentration, and engagement of these students while considering the pedagogical challenges related to their use. The methodology was qualitative and bibliographic, based on the works of authors such as Vygotsky, Freire, Imbernón, Moran, and Barkley, articulating learning, inclusion, and technological mediation theories. The results showed that planned and mediated use of technologies expands learning possibilities, making classes more attractive and personalized, especially when the teacher acts as a mediator and promotes interactive and meaningful activities. It is concluded that digital technologies, when used with pedagogical intentionality and inclusive sensitivity, foster autonomy and cognitive and socioemotional development in students with ADHD, strengthening a more human, critical, and transformative educational practice.