La inclusión educativa de estudiantes con trastorno de déficit de atención con hiperactividad (THDA), estudio de caso en el segundo año de educación general básica

Abstract

This case study analyses the process of educational inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) since the problem focuses on teachers' lack of knowledge of how to provide adequate attention to the interests and needs of this population. The objectives were to identify the strategies used by teachers and to describe the most common barriers that limit inclusive educational practice. The type of research used was qualitative with a descriptive approach, while the instruments used for data collection were semi-structured interviews and a field diary. The main findings of this research show that teachers are unaware of the learning possibilities of this population and the strategies that can help to overcome these needs. Furthermore, there are no clear policies that define the process of educational inclusion. The work is structured as follows: description of the problem, justification, objectives, theoretical foundation consisting of the state of the art and the theoretical framework, methodology, results, findings, conclusions, and at the end there are the annexes.