ADHD: ADHD: STRATEGIES AND CHALLENGES IN THE TEACHING-LEARNING PROCESS IN EARLY CHILDHOOD EDUCATION

Abstract

This work, the result of a monograph, addresses the strategies and challenges in the teaching-learning process for students with Attention Deficit Hyperactivity Disorder (ADHD) in early childhood education. This research aims to analyze and understand the behaviors of children with ADHD in the educational process in public schools, aiming to guide teachers' strategies for developing these students' learning and to highlight the challenges faced by educational institutions in providing a quality education for children with this disorder. The research problem discusses challenges in the school context, such as the lack of teacher training and methodologies that hinder these children's learning. The research methodology adopted was based on a literature review, using sources that address ADHD-related behaviors and their psychological functions, school and family inclusion, pedagogical practices and technological methodologies, interventions, challenges faced by students, as well as the challenges faced by educators and educational institutions in working with students with ADHD. It was concluded that the challenges present in the teaching-learning process of these children are related, among other factors, to the lack of continuing education for teachers to deal with the teaching of school content aimed at children with ADHD, through appropriate pedagogical strategies.