SCHOOLS AND ADHD: PEDAGOGICAL STRATEGIES BASED ON SELF-REGULATION AND EXECUTIVE FUNCTIONS TO ENHANCE LEARNING
DOI:
https://doi.org/10.63330/aurumpub.067-063Keywords:
ADHD, Executive functions, Learning, Pedagogical practices, Self-regulationAbstract
Attention-Deficit/Hyperactivity Disorder (ADHD) has important implications in the school context, particularly for processes related to attention, inhibitory control, organization, and task planning. This study is characterized as a qualitative literature review and aims to analyze pedagogical strategies based on self-regulation and executive functions that may support the learning of students with ADHD. The methodology was based on the analysis of scientific literature addressing ADHD, executive functions, self-regulated learning, and inclusive pedagogical practices. The results indicate that structured routines, dividing complex tasks into smaller steps, goal setting, clear instructions, systematic monitoring, feedback, and self-monitoring strategies can contribute to greater student participation and autonomy. The findings also highlight the importance of teacher education and collaboration among schools, families, and professionals involved in student support. It is concluded that pedagogical interventions planned according to students’ educational needs can foster self-regulation, participation, and learning without reducing the educational process to a clinical diagnosis.
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