INCLUSIVE PEDAGOGICAL PRACTICES FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: THE ROLES OF TEACHERS, SCHOOLS, AND FAMILIES
DOI:
https://doi.org/10.63330/aurumpub.062-059Keywords:
Neurodiversity, School climate, Self-regulation, Teacher mediationAbstract
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects attention, self-regulation, organization, behavior, and school participation, posing significant challenges to the implementation of inclusive education. Although the literature presents various pedagogical strategies, evidence remains fragmented regarding the coordinated roles of teachers, schools, and families in supporting children with ADHD. This study aimed to analyze inclusive pedagogical practices for children with ADHD, emphasizing the contributions of these three key stakeholders. A qualitative scoping review was conducted following the PRISMA guidelines. The literature search was carried out in the Scopus, Web of Science, ERIC, PubMed, SciELO, and Google Scholar databases, including articles published between 2022 and 2026 in Portuguese, English, and Spanish. After the screening and eligibility processes, 21 studies were included in the review. Data were analyzed using Bardin's Content Analysis, comprising the stages of pre-analysis, material exploration, and interpretation. This process resulted in thematic categories related to pedagogical strategies, teacher mediation, the school environment, family support, and the integration among these stakeholders. The findings indicate that multicomponent practices - such as structured routines, task segmentation, clear instructions, visual supports, positive reinforcement, curriculum flexibility, active learning methodologies, and socio-emotional support - enhance learning, self-regulation, and school participation. The review also identified gaps concerning institutional support and the active participation of children in the educational process. It is concluded that effective inclusion depends on the integration of teacher professional development, inclusive school leadership, institutional support, and shared family responsibility. Therefore, the implementation of continuous monitoring protocols and the expansion of longitudinal research in diverse educational settings are recommended.
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