PEDAGOGICAL PRACTICES FOR SUPPORTING STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) IN THE SCHOOL CONTEXT

Abstract

This theoretical-reflective article aims to discuss pedagogical practices for supporting students with Attention Deficit Hyperactivity Disorder (ADHD) in the school context. Although ADHD does not impair intellectual capacity, it significantly affects the teaching-learning process when appropriate pedagogical strategies are not adopted. The study is based on scientific literature in Education and Psychology, as well as Brazilian educational legislation related to inclusive education. Classroom organization, structured pedagogical planning, methodological diversification, pedagogical flexibility, strategies to promote attention and self-regulation, and school welcoming practices are discussed, incorporating guidelines from the Brazilian Attention Deficit Association (ABDA). It is concluded that pedagogical practices grounded in scientific knowledge contribute to meaningful learning, inclusion, and the holistic development of students with ADHD.