As contribuições do atendimento educacional especializado para a memorização e atenção do educando com transtorno de deficit de atenção e hiperatividade

Abstract

The main aim of this article is to point out the contributions of Special Educational Assistance (SEA) for the development of memorization and attention of students with Attention Deficit Hyperactivity Disorder (ADHD). It is a qualitative and bibliographical research carried out with the theoretical support of authors such as Eidt and Tuleski (2010), Silva (2014) and Phelan (2005). The study tried to understand the process of memorization and attention, characterize ADHD and conceptualize the aims of SEA proposed by the National Policy for Special and Inclusive Education (2008) and by the Policy for Special Education of the State of Santa Catarina. In order to achieve these aims, a survey at the CAPES theses data bank was carried out using the descriptors: “Special Educational Assistance” and “Attention Deficit Hyperactivity Disorder”. This survey highlighted the small number of studies about ADHD and the inexistence of studies about SEA and ADHD students. It is believed that the lack of research relating SEA and ADHD is because these students attend special education classes only in the state of Santa Catarina, as they are the target public of the Policy for Special Education of that state, which is different from the national policy that does not include these students in special education. Nevertheless, based on this study, it is possible to conclude that this form of assistance is a valuable tool for these students´ memory and attention, as it contributes by means of activities aimed at the development of their potentialities in extracurricular activities in multifunctional resource classrooms with the assistance of specialist teachers.