ASSISTIVE TECHNOLOGIES FOR STUDENTS WITH ADHD: DIGITAL RESOURCES THAT FACILITATE ORGANIZATION AND CONCENTRATION

Abstract

This article sought to discuss assistive technologies in supporting students with Attention Deficit Hyperactivity Disorder (ADHD), especially through digital tools that promote organization and self-regulation. Electronic calendar apps, reminder systems, visual timers, task management platforms, and computer programs with simplified interfaces contribute to structuring routines, breaking activities into smaller steps, and reducing distracting stimuli. Such resources enable greater autonomy, assist in building study habits, and promote engagement in school activities. The objective of this study is to analyze the main digital resources used as assistive technologies for students with ADHD, with an emphasis on tools focused on organization and concentration. From a narrative review of the literature, the benefits of these technologies in strengthening self-regulation and academic performance are discussed, as well as the challenges related to their implementation, including teacher training, technological infrastructure, and intentional pedagogical use. It is concluded that, when properly integrated into educational planning, assistive technologies can significantly contribute to more inclusive and effective pedagogical practices aligned with the specific needs of students with ADHD.