Aplicación del enfoque STEAM en la educación de estudiantes con Trastorno de Déficit de Atención e Hiperactividad

Abstract

Diversity in education has undergone a transition in the inclusion of methodologies and strategies that innovate the teaching process, such as the STEAM approach, which is based on a different vision of education from the traditional one. In recent years in Ecuador, due to the constant need to promote meaningful learning that meets educational needs, specifically focusing on ADHD, the objective of the research is to analyze the STEAM approach as a tool that promotes educational inclusion in children with ADHD at the Atenea Bilingual Educational Center. A mixed methodological approach was adopted, with a non-experimental design, applied to a sample of 77 people, including teachers and students. Data collection was carried out using surveys based on a previously designed and validated questionnaire. The results prove that there are significant improvements when the STEAM approach is properly applied by teachers, as well as providing contextualized empirical evidence on the applicability of the approach in Latin American institutions with a high prevalence of ADHD. Students show improvement in learning and adequate learning development, making it important to set aside the inequality gaps that can be generated in the educational dynamic. It is concluded that the use of the STEAM approach with the necessary guidance, knowledge, and continuous teacher training constitutes an effective methodology that strengthens the education of students, contributing to the development of more inclusive and effective teaching practices.