Implicações do transtorno do déficit de atenção e hiperatividade no processo de aprendizagem: uma análise teórica

Abstract

This article discusses the implications of Attention Deficit Hyperactivity Disorder (ADHD) for learning, highlighting the importance of reflecting on the challenges faced by students with ADHD and how these affect their educational progress. The study employs a qualitative approach based on a systematic literature review of the subject. It draws upon the work of authors such as Montoan (2003), Relvas (2015), and Seno (2010), among others. The objective is to analyze the implications of ADHD for the learning process, examining the difficulties encountered in both educational and socio-emotional spheres, as well as specific pedagogical strategies for addressing ADHD. The research provides an understanding of the characteristics of individuals with ADHD, the limitations associated with the diagnosis, and the resulting impact on learning. Furthermore, it explores potential pedagogical approaches to support students with ADHD within the school environment, incorporating specific strategies for managing daily socio-emotional interactions.