Educational strategy for students with Attention Deficit Hyperactivity Disorder in third grade of Basic Education.
Keywords:
Inclusive education, pedagogical strategies, positive reinforcement, self-regulation, active learningAbstract
Attention Deficit Hyperactivity Disorder (ADHD) represents a significant challenge in basic education, as it affects students’ ability to maintain attention, control impulsivity, and regulate behavior, impacting academic performance and classroom coexistence. This research was conducted at the Unidad Educativa Fiscal “Primicias de la Cultura de Quito,” located in the Chillogallo parish, with an enrollment of approximately 1,600 students, 115 of whom are in the third year of basic education across three sections. Three students per section were identified with a diagnosis or characteristics compatible with ADHD, with section C selected for the design, implementation, and evaluation of an inclusive educational strategy. The study aims to analyze teachers’ pedagogical conceptions and practices related to ADHD and to develop an intervention proposal adapted to the institutional context, based on positive reinforcement, active breaks, emotional self-regulation, and family involvement. A qualitative methodology with a case study design was employed, including a review of recent scientific literature, direct classroom observations, semi-structured interviews, and the application of monitoring instruments to assess improvements in attention, behavior, and student participation. It is expected that pedagogical and environmental adaptations, combined with a playful and collaborative approach, will enhance concentration, self-esteem, and the classroom climate, promoting inclusion and educational equity. The results will provide theoretical and practical contributions for consolidating a humanistic and inclusive pedagogy focused on the holistic well-being of students with ADHD and the development of teachers’ competencies in managing classroom diversity.
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