DESEMPENHO DOS ALUNOS COM TDA/H (TRANSTORNO DE DÉFICIT DE ATENÇÃO E HIPERATIVIDADE) NAS ESCOLAS

Abstract

This work aims to raise issues related to the academic performance of students with ADHD in the classroom, as well as the teachers’ role in this scenario, as it is known that the difficulties faced by both, in the development and learning of what is proposed in the school curriculum, are numerous. For this, an exploratory field research was carried out at a school in the south of Minas Gerais, in 2020, which took into account the use of classes with and without students with ADHD. It can be seen, from a comparative graph, that the school performance of students with ADHD was as good as that of students who did not have a medical report. This result was obtained because the data were collected from the application of different methodologies during the learning process, leading to the conclusion that, when the limitations are respected and intervention actions performed properly, there is no loss of achievement in learning. It is known that many challenges are faced during training in Basic Education by students with ADHD, but when there is family participation, along with the school community, success is noticeable