Estrategias metodológicas microcurriculares: dimensión cognitiva, procedimental, actitudinal en estudiantes con déficit de atención e hiperactividad TDAH, educación básica 2021

Abstract

The application of micro-curricular methodological strategies to support Attention – Deficit / Hyperactivity Disorder (ADHD) students represents an increasing relevant issue on primary school, due to the restrictions and requirements that are generated by this problem. Consequently, the aim project is to assess strategies that improves the ADHD students school development, through a bibliographical documentary research, for its correct application on the curricular adaptations. The qualitatively approach from the inductive method supports several authors points of view. It deals with ADHD conceptualizations, characteristics and influences on educational field. As a result, it provides a proposal focus on the raising suitable strategies, like an alternative solution which helps in facilitating the development of three mastering learning: cognitive, affective and psychomotor on students with inattentiveness, hyperactivity and impulsivity. The disorder implications are noticeable in the knowledge process on account of its symptoms caused difficulty socializing and integrating in school context. Thus, teachers may be able to embrace and tailor to suggested actions, by selecting the best ones that fits in to their own reality and features for each situation.