Práticas facilitadoras para a alfabetização de crianças com transtorno do déficit de atenção e hiperatividade no ensino regular: repensando ações e intervenções pedagógicas

Abstract

This work aims, through qualitative bibliographic research conducted on works by authors who focus on the study of Attention Deficit Hyperactivity Disorder, literacy, and teaching practices, to review the literature to highlight the trajectory of inclusion of people with disabilities in the social environment, as well as to demonstrate what ADHD is, its historical path of recognition as a neurodevelopmental disorder, and to group pedagogical strategies that facilitate the literacy of students who have this learning disorder and who are in the process of acquiring reading and writing skills in regular education.