TEACHER EDUCATION FOR THE INCLUSION OF STUDENTS WITH ADHD IN ELEMENTARY EDUCATION: PEDAGOGICAL STRATEGIES, CURRICULAR ADAPTATION, AND INCLUSIVE ASSESSMENT PRACTICES

Abstract

This article discusses teacher education as a central axis for the inclusion of students with Attention-Deficit/Hyperactivity Disorder (ADHD) in Elementary Education, focusing on pedagogical strategies, curricular adaptation, and inclusive assessment practices. This qualitative study follows a bibliographic and documental design, based on the analysis of legal frameworks and scientific literature related to educational support for students with learning disorders. The results indicate gaps in teacher preparation to address classroom manifestations such as inattention, impulsivity, and difficulties with academic organization. Recurrent strategies were identified, including structured routines, task segmentation, clear instructions, additional mediation, flexible deadlines, and diversified teaching resources. Regarding assessment, adaptations in time and formats, as well as the use of formative assessment to monitor student progress, were highlighted. The study concludes that effective inclusion of students with ADHD depends on continuing professional development connected to daily school practices, institutional support, and coherent pedagogical organization to ensure participation and learning.