ATTENTION DEFICIT AND HYPERACTIVITY DISORDER: IMPLICATIONS IN SCHOOL EVERYDAY

Abstract

: This article aims to elucidate Attention Deficit Hyperactivity Disorder (TDHA) to education professionals and related areas, encouraging early diagnosis, mitigating low academic performance and the dropout rate. Differentiating the symptoms of ADHD can be essential for the individual to receive the appropriate treatment, not to be confused with behavioral problems. Problems associated with the disorder, such as irritability and anxiety, will hinder reading, writing, communication and personal relationships. Definitions about the characteristics of the disorder, history, diagnosis and treatment are portrayed in this work. For its elaboration, theorists were used as support, among them Barkley (2008); Brown (2007); Mattos (2007); Vicari (2006), among others who contributed substantially, in addition to the knowledge acquired throughout his career and training. The method adopted was data analysis, obtained with information collected through a questionnaire, with objective questions, related to student behavior, teacher training and preparation, knowledge and hypotheses about ADHD and strategies to minimize conflicts in the classroom. In view of this analysis, it was possible to observe that teachers are aware of the existence of the disorder and the characteristics that most describe these children, however, they still cannot differentiate it from excessive behaviors and isolated habits. Finally, the importance of promoting the discussion about the management model and methodology was proven, since the study revealed the tendency of teachers to correlate the student's inappropriate behavior to family, emotional and social causes, obliterating behaviors that could influence such behaviors.