Educação inclusiva: estratégias metodológicas potenciadoras da aprendizagem de crianças com TDAH na Educação Infantil

Abstract

This article examines methodological strategies that can be implemented in Inclusive Education settings to enhance the learning of young learners in Early Childhood Education with Attention Deficit Hyperactivity Disorder (ADHD). These strategies aim to support the learning process of these children, promote their development, and ensure equal opportunities. The theoretical foundation for this work is drawn from bibliographical research, legislation, and the work of renowned authors on this topic. Based on the information collected, it is clear that the use of enhancing methodologies with students with ADHD is essential, as research has shown that these strategies lead to significant improvements and positive results. The needs of these children must be addressed and barriers must be broken down in order to guarantee their rights and promote their learning. This work aims to contribute to this goal and to help reduce the challenges faced by these students.