Teaching tools to help the learning of children with ADHD: a review of the literature
DOI:
https://doi.org/10.25118/2763-9037.2024.v14.1113Keywords:
attention deficit disorder with hyperactivity, ADHD, active teaching methodologies, neuroeducation, inattention, inclusive classroomAbstract
Introduction: Attention deficit disorder (ADHD) is one of the most common neuropsychiatric disorders in childhood, affecting around 8% of children worldwide. In many cases, symptoms are only noticed when children start school due to the pedagogical demands in this area. In this sense, the teacher needs to help the ADHD child, in the classroom, with teaching tools that reduce learning losses. Objective: This article aims to present a review of ADHD and the challenges that children with this disorder face. Furthermore, it aims to present inclusive pedagogical methodologies that teachers can apply to support children with ADHD, as the area of Education faces a significant challenge in teaching students with this disorder. Methodology: Literature review based on the analysis of scientific articles published in PubMed, SciELO and UpToDate, in addition to bibliography from the teaching area on active learning methodologies. Conclusion: Based on the present study, the current methodologies that contribute to the learning of ADHD students are: Personalized Learning, Storytelling, Flipped Classroom and Gamification. However, the research suggests that other teaching tools be developed with greater scientific criteria regarding the particularities of ADHD.
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