TEACHER TRAINING AS A STRATEGY FOR SUPPORTING STUDENTS WITH ADHD IN THE SCHOOL CONTEXT

Abstract

This theoretical-reflective article discusses teacher education for supporting students with Attention Deficit Hyperactivity Disorder (ADHD) in the school context, considering the contemporary challenges of inclusive education. ADHD does not impair intellectual ability; however, it significantly affects the teaching-learning process when adequate pedagogical practices and specific teacher training are lacking. The study is based on national and international scientific literature, as well as educational policies and legal frameworks, with emphasis on recent Brazilian legislation. The general objective is to reflect on the importance of initial and continuing teacher education for welcoming and implementing inclusive pedagogical practices aimed at students with ADHD. The specific objectives are: (i) to discuss the main characteristics of ADHD from an educational perspective; (ii) to analyze the role of teacher education in the construction of inclusive pedagogical practices; and (iii) to reflect on school welcoming as a fundamental strategy for the academic and social development of these students. It is concluded that continuous teacher education, combined with scientific knowledge and collaboration between school, family, and health professionals, is essential to promote inclusion, meaningful learning, and well-being of students with ADHD.