Pedagogical strategies for the inclusion of students with attention deficit and hyperactivity disorder

Abstract

Attention and hyperactivity disorder ADHD, is an attention deficit disorder, where it is established as the most concurrent childhood diagnosis, which is one of the problems that most affects students in the school environment, and within the family, impacting on their social environment. For this reason, this work has the general objective of proposing strategies and pedagogical orientations in such a way that inclusion activities are generated for this type of students affected by ADHD. The methodology used in this research was focused through the use of the semi-structured interview and focal work, supported by direct observation. The results of this research were related to the level of knowledge of the teachers, regarding the subject of ADHD and the current guidelines and strategies that the teachers of the San José de Pamplona provincial school use to be able to respond to this type of students who may present these disorders, as well as their attitudes towards them. For this reason, this research aimed to determine the orientations and pedagogical strategies for the inclusion of students with ADHD of the San José de Pamplona Provincial School and also to identify through a qualitative analysis if there are indications of students who present these behaviors to guide the school and parents of some case of ADHD since, according to the institution, they say that they have students with inattention and hyperactivity, they are easily distracted and in some cases with school problems of discipline and low academic performance, making it difficult for them to retain information and difficulty in demanding activities constant mental work.