Um conjunto de diretrizes para a adaptação de avaliações de aprendizagem para alunos com TDAH

Abstract

For students with attention deficit hyperactivity disorder (ADHD) to be included in an appropriate way and to be able to participate permanently in the teaching and learning process, some curricular adaptations may be necessary to create the conditions that favor inclusion. The objective of this research was to develop a set of guidelines for the adaptation of learning assessments for students with ADHD and to investigate their use by teachers who had or have students with ADHD. These guidelines were elaborated based on literature review and analysis of a set of learning evaluations used in elementary school. The investigation of its use was carried out with 17 teachers who teach subjects in elementary school and who had or have students with ADHD. The results contain evidence that the set of guidelines can be used to support the teacher's work of deciding what adaptations are needed in a learning assessment for students with ADHD. The research participants indicated in a questionnaire that they intend to include the use of the guidelines in their teaching practice and that they would recommend their use to a co-worker. In the interviews, participants made relevant and positive comments about the set of guidelines, which also provide evidence related to its practical application. Specially, the comments related to the usefulness of the set of guidelines for the adaptation of learning assessments for students with ADHD, to intention to use or incorporate the set of guidelines in their teaching practice, and the comments related to the indication of the set of guidelines for other teachers. Therefore, the set of guidelines is an educational product that has potential to be very useful in the context of teaching work.