TDAH: dificuldades e alternativas para ensinar física a estudantes do ensino médio

Abstract

he present work discusses the unpreparedness of educational professionals to attend to individuals with disabilities, disorders, and syndromes in the classroom, with a focus on Attention Deficit Hyperactivity Disorder (ADHD) in high school students, particularly in the context of natural sciences, specifically physics. ADHD is a complex and heterogeneous condition that can present different symptoms in each individual, such as difficulty in maintaining attention, impulsivity, hyperactivity, and disorganization. These symptoms can significantly interfere with academic performance, especially in subjects like physics, which require concentration and mathematical skills. To address this challenge, the work proposes to indicate some Units of Potentially Meaningful Teaching (PMTUs) as proposed lessons that may meet the specific needs of students with ADHD. However, developing appropriate strategies requires a deep understanding of the disorder and its particularities. Through a methodology based on bibliographic research, common aspects related to teaching students with ADHD were identified, emphasizing the importance of recognizing that each individual has unique needs and potentials, and there is no one-size-fits-all approach to working with them. Therefore, it is essential to explore pedagogical alternatives that facilitate the learning process, such as creating a welcoming school environment, adopting differentiated teaching resources, employing dynamic and participatory teaching methodologies, setting clear goals and objectives, and promoting self-esteem and self-confidence in these students. By addressing the research problem about the difficulties and alternatives for teaching physics to high school students with ADHD, this work aims to provide solutions for the challenge of including these students in the school environment. Furthermore, it seeks to raise awareness among both educators and students about the disorder, its relationship with education, and the importance of empowering educational professionals to meet the specific needs of these students in an equitable and inclusive manner. Therefore, the study presents the necessity of a differentiated and sensitive pedagogical approach to student diversity, considering their individual characteristics and providing inclusive education that values the potential of each student, regardless of the difficulties they may face due to ADHD.