THE IMPORTANCE OF AFFECTIVENESS IN THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH ADHD AND ASD IN THE REGULAR EDUCATION NETWORK OF A PRIVATE SCHOOL

Abstract

Affectivity in the context of relationships between teachers and students with ADHD and ASD plays a relevant role in the development of learning, with positive results being observed in regular schools that understand the needs of these students and promote acceptance and inclusion in order to build knowledge significant for this group. The main objective of the work is to investigate and point out the positive influences of adopting an affectionate and careful teaching about learning, with a focus on the difficulties of children with ADHD and ASD in the classroom. The methodologies employed in carrying out this study were bibliographical and qualitative research, in which the subject was explored to know and analyze it, aiming at expanding knowledge, elaborating hypotheses and answering questions in order to reach a conclusion. Final. This research was produced based on studies in books, magazines, search engines, etc., as well as intervention in the classroom and behavioral analysis of children in order to, in the end, obtain clear and objective results on the exposed topic, proving the real importance of the relationship between affectivity and learning and that it really positively interferes in the school educational process, when used correctly, in order to facilitate the acquisition of knowledge, helping in the integral development of students with neurodevelopmental disorders who are in the regular network education.