NEUROSCIENCE APPLIED TO TEACHING CHILDREN WITH ADHD AND THE USE OF TECHNOLOGIES AS COMPLEMENTARY INSTRUMENTS IN SCHOOL EDUCATION

Abstract

This study concerns an empirical investigation, requiring contextual observation according to a simplified descriptive qualitative methodology. Its goal is to explore the application of neuroscience and the use of technologies as complementary tools for psychopedagogical assessment and teaching of children with Attention Deficit Hyperactivity Disorder (ADHD). The research sought to understand the challenges posed by the disorder within the educational setting. Accordingly, the focus was placed on the teacher’s challenges and possibilities in delivering instruction aimed at achieving learning outcomes for these children. A pedagogical intervention proposal was presented alongside teachers, examining didactic approaches with students who exhibit signs of ADHD. The interpretation of results revealed that teachers’ lack of training for the proper education of children with ADHD causes stress for the educators and leads to school failure for the students.