THE RELEVANCE OF PSYCHOPEDAGOGIC INTERVENTIONS IN THE LITERACY AND LITERACY PROCESS OF STUDENTS WITH ATTENTION DEFICIT AND HYPERACTIVITY DISORDER

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is currently one of the most controversial and controversial topics involving school-age children, which divides studies and researchers. Due to the inadequacy of the conventional pedagogical pattern, it is common for students with ADHD to present inappropriate behaviors while they are perceived by teachers as "obstacles" to maintaining a harmonious climate in the classroom. In view of the aforementioned, it is observed that today, much is discussed about the issue of the student with ADHD, but on the other hand, few professionals in the area of ​​education know and understand the difficulties faced by these students related to attention, hyperactivity and impulsivity. Given the above, the study has as general objective to identify the role of psychopedagogical intervention in the treatment of children with ADHD at literacy age, going through a literature review where ADHD will be defined, as well as aspects related to the identification of causes and implications in the schooling process and finally we will contextualize literacy and literacy, highlighting possible psychopedagogical interventions that can help in the literacy process of students with ADHD.