Educational inclusion and ADHD: challenges and strategies for equitable teaching

Abstract

Introduction

The article presented the issue of educational inclusion as a fundamental human right and highlighted the need to guarantee quality education for all children. It emphasized National Education Law 26.206 as the legal framework for ensuring equal opportunities and pointed out the importance of teachers having the necessary tools to address diversity in the classroom, especially in the case of students with Attention Deficit Hyperactivity Disorder (ADHD).

Development

The paper addressed the historical evolution of educational inclusion at the global and Latin American levels, showing how conceptions shifted from exclusionary and medical models to integrative perspectives and respect for diversity. The central role of teachers in this process was described, highlighting that their inclusive training was key to ensuring meaningful and equitable learning.

ADHD was also analyzed as a common childhood disorder characterized by inattention, hyperactivity, and impulsivity, and its impact on school performance and social relationships was discussed. International and national proposals to guide teachers in working with these students were highlighted. Finally, the psychoeducational workshop was presented as an innovative pedagogical tool that promoted participation, reflection, and the joint construction of learning, while strengthening teachers' skills.

Conclusion

The article concluded that inclusive education was an essential pillar in the construction of a fair and democratic society. It stated that the inclusion of students with ADHD required a commitment from teachers, accompanied by public policies, resources, and strategies that promoted diversity in the classroom. It also established that psychoeducational workshops were an effective tool for improving teaching practices, preventing exclusion, and ensuring the comprehensive development of students.