Os desafios do ensino de ciências para alunos com TDAH do ensino fundamental II no município de Dois Vizinhos PR

Abstract

This research aimed to investigate the process of pedagogical intervention of educators of the Multifunctional Resource Room and teachers of the Science discipline of the state schools of Dois Vizinhos Paraná, which have students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The initial investigation involved a survey of quantitative data, as it researched the number of students with ADHD included in the Common Education, the needs that they present and the methodologies used by educational institutions for the development of content in the Science discipline. Initially, the paper traces a brief history of ADHD, addressing what this disorder is, how the symptoms are and what are the characteristic behaviors, the importance of the diagnosis, the treatment, and how students with this disorder are being included in educational institutions. . The inclusion of students with special educational needs in ordinary education has become compulsory and regulated by law. Thus, the present study aimed to collect data on students with ADHD report through questionnaires, applied to teachers of the multifunctional resource room. Data analysis was based on Laurence Bardin's Content Analysis studies, using a qualitative research approach. An informative booklet was also prepared with guidelines for teachers of ADHD science in order to enable teachers to be able to carry out work that is increasingly closer to the educational inclusion of these students.