MOST EFFECTIVE INNOVATIVE PEDAGOGICAL PRACTICES TO IMPROVE ACADEMIC PERFORMANCE AND INCLUSION OF STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD) IN THE SCHOOL CONTEXT

Abstract

 This article analyzes innovative pedagogical practices aimed at improving academic performance and promoting the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in the school context. It is a narrative literature review with a qualitative approach, based on national and international scientific publications from 2015 to 2025, as well as relevant theoretical documents on inclusive education and contemporary pedagogical practices. ADHD is a neurodevelopmental disorder that affects attention, organization, inhibitory control, and self-regulation, directly impacting academic performance and social relationships. In this context, the adoption of pedagogical strategies that support inclusion and meaningful learning is essential. The results indicate that Universal Design for Learning (UDL), active methodologies, gamification, assistive technologies, and continuous teacher training significantly contribute to the engagement, motivation, and autonomy of students with ADHD. These practices make teaching more flexible and accessible, supporting different learning styles. It is concluded that the integration of these strategies strengthens school inclusion and improves academic performance, especially when combined with adequate teacher training and institutional support.