As implicações do TDAH na aprendizagem escolar e as contribuições da intervenção psicopedagógica: uma revisão narrativa de literatura.

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder characterized by inattention, impulsivity, and hyperactivity. It affects behavior, cognitive development, and social relationships and is usually identified during the school years. When adequate support is lacking, learning is compromised due to impairments in attention, working memory, and phonological skills. Traditional teaching methods have proven ineffective, highlighting the need for flexible and motivating practices. The aim of this research was to understand the role of the psychopedagogue in the literacy process of children with ADHD, with the specific objective of describing the psychopedagogue’s function in school intervention for children with the disorder and the role of the family. To achieve this, a narrative literature review was conducted using bibliographic and electronic sources from the last 15 years. Psychopedagogy can assist in the assessment and intervention of learning difficulties by considering cognitive, emotional, social, pedagogical, and organic dimensions, as well as mediating the relationship between school and family. Studies indicate that psychopedagogical intervention promotes academic and socio-emotional development, preventing school failure, anxiety, and low self-esteem. It is concluded that the academic success of these students requires non-stigmatizing diagnoses, adapted methodologies, and the integrated work of psychopedagogues, teachers, and families, fostering an inclusive environment that values the child’s potential and individuality.