THE STUDENT WITH ADHD AND THE IMPACTS ON THEIR EXECUTIVE FUNCTIONS: ANALYZING SCHOOL FAILURE AND NEUROPSYCHOPEDAGOGICAL CONTRIBUTIONS TO INCLUSIVE EDUCATION

Abstract

In the current context, there has been an increase in the number of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), as evidenced by poor academic performance. In light of this, this article aims to present the contributions of neuropsychopedagogy to the inclusive education of children with ADHD, addressing the impacts on their executive functions and the resulting academic failure. As specific objectives, it seeks to present the concept and diagnostic characteristics of ADHD and its identification in children in the classroom, analyze the impacts on the executive functions of children with ADHD and the resulting academic failure, and highlight neuropsychopedagogical contributions to this context, emphasizing possibilities for promoting inclusive education. The methodology involves a qualitative literature review to develop this study on the aforementioned themes. Thus, the challenges surrounding the neuropsychopedagogue’s role in the early and effective treatment of children with ADHD require the presence of a multidisciplinary team in schools to transform the educational environment into a safe and autonomous space for both typical and atypical children.