Attention Deficit Hyperactivity Disorder, educational inclusion and Training, Development and Education: an integrative review

Revista Psicologia

卷:20

Keiko Maly Garcia D’Ávila¹  Luciana Carla dos Santos Elias²  Thaís Zerbini²  Anaisa Leal Barbosa Abrahão² 

[1] Claretiano Centro Universitário, Brasil ;

[2] Universidade de São Paulo (USP), Brasil;

关键词: attention deficit hyperactivity disorder;    school inclusion;    personnel training;   

DOI  :  https://doi.org/10.17652/rpot/2020.2.18885

来源: DOAJ

【 摘 要 】

Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychiatric condition in childhood; It should be the focus of educational inclusion, having a legal basis, where differentiated pedagogical strategies are needed. In this context, Training, Development and Education of People (TD&E) can contribute to the systematization of the promotion of skills of parents, teachers and students with ADHD. The present study aimed at an integrative review on school inclusion of children with ADHD, seeking to verify the existence of subsystems that make up the TD&E. We consulted 7 databases and selected 22 studies that were categorized according to TD&E. The analyzes showed: school inclusion with a process under construction worldwide; multiple forms of execution; need for teacher training; inclusion trend of children with ADHD; increasing workload and; the possibility of the applicability of TD&E in special education, contributing to the planning and execution of inclusive practices.

【 授权许可】

Unknown