The Role of the School in the Identification and Intervention of Attention Deficit Hyperactivity Disorder

Doris Iliana Ramírez Apolo; Catalina Beatriz Ureña Garces; Gloria Raquel Vargas Sinmaleza; Lorena Gabriela Solorzano Giler; Alexandra Jeacqueline Viteri Mora

doi:10.63803/prisma.v1n4.29

Autores

Doris Iliana Ramírez Apolo Unidad Educativa Ciudad de Ibarra Autor
Catalina Beatriz Ureña Garces U.E. 20 de septiembre Autor
Gloria Raquel Vargas Sinmaleza U.E. 20 de septiembre Autor
Lorena Gabriela Solorzano Giler U.E. 20 de septiembre Autor
Alexandra Jeacqueline Viteri Mora Unidad Educativa Ciudad de Ibarra Autor

DOI:

https://doi.org/10.63803/prisma.v1n4.29

Palavras-chave:

TDAH, Escola, Intervenção, Inclusão educacional, Aprendizagem

Resumo

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é um dos desafios mais comuns no ambiente escolar, afetando o desempenho acadêmico, o comportamento e as relações sociais dos estudantes. A escola, como principal espaço de socialização e aprendizagem, desempenha um papel crucial na identificação precoce e na implementação de estratégias de intervenção. Este artigo analisa as responsabilidades institucionais e docentes na detecção dos sintomas, a colaboração com as famílias e os profissionais de saúde, e o uso de metodologias inclusivas baseadas em evidências. Os resultados indicam que uma intervenção escolar precoce e coordenada melhora significativamente o desenvolvimento acadêmico e socioemocional dos estudantes com TDAH.

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