THE CHALLENGE OF INCLUDING CHILDREN WITH OPPOSITIONAL DEFIANT DISORDER (ODD) IN EARLY CHILDHOOD EDUCATION

Abstract

This study aimed to investigate how the inclusion of students with Oppositional Defiant Disorder (ODD) occurs in Early Childhood Education, seeking to understand whether education professionals possess adequate knowledge and strategies to develop teaching practices that meet the specific needs of these students. The research is qualitative and was conducted through interviews with two teachers, identified as P1and P2, working in a municipal school in the city of Jaboatão dos Guararapes-PE. The study is based on the theoretical contributions of Freitas (2024), Mendes (2022), and Teixeira (2014). The hypothesis is partially confirmed, as the data reveal that although educators have access to continuing education and specific training, they still face challenges related to limited institutional support, as well as the behavioral demands presented by the children. It is concluded that the inclusion of children with ODD in Early Childhood Education is fundamental for the construction of a democratic and inclusive school, highlighting the need to strengthen policies and actions that guarantee the right to education and the integral development of these students.