INCLUSIVE EDUCATION PRACTICES FOR STUDENTS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)

Abstract

Inclusive education is a fundamental principle for building a school committed to guaranteeing the right to learning, participation and comprehensive development for all students. In this context, the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) represents a challenge that requires specific knowledge, pedagogical planning, flexibility in educational practices and collaboration among school, family and specialized professionals. ADHD is a neurodevelopmental condition that may involve difficulties related to attention, organization, impulse control and self-regulation, potentially affecting academic performance and social relationships. This article aims to analyze inclusive education practices for students with ADHD, discussing pedagogical strategies, assessment procedures, classroom organization, teacher training and family participation. This is a qualitative bibliographic review based on national and international scientific literature and educational and normative documents related to inclusive education. The analysis indicates that effective inclusive practices should not reduce students to their diagnosis or establish lower learning expectations. Instead, they should recognize students' potential and provide pedagogical conditions that promote participation, autonomy and learning. The strategies identified include structured activities, clear instructions, task division into stages, visual resources, active methodologies, individualized monitoring, diversified assessment and predictable routines. It is concluded that the inclusion of students with ADHD depends less on isolated actions and more on the construction of an inclusive school culture capable of recognizing diversity as a natural component of the educational process.