Estrategias de enseñanza inclusivas para estudiantes con trastorno por déficit de atención e hiperactividad en Educación General Básica

Ligia Mercedes Guapulema Guamán; Jhosselyn Briggeth García Aldaz

doi:10.70577/asce.v5i1.696

Autores/as

Ligia Mercedes Guapulema Guamán Universidad Estatal de Bolívar https://orcid.org/0009-0007-0056-8674
Jhosselyn Briggeth García Aldaz Universidad Estatal de Bolívar https://orcid.org/0009-0001-2210-376X

DOI:

https://doi.org/10.70577/asce.v5i1.696

Palabras clave:

TDAH, Educación Inclusiva, Estrategias De Enseñanza, Educación General Básica, Formación Docente, Diseño Universal Para El Aprendizaje

Resumen

Introducción: El Trastorno por Déficit de Atención e Hiperactividad (TDAH) constituye uno de los trastornos del neurodesarrollo más prevalentes en la población infantil, con una prevalencia global estimada entre el 7% y el 8% en niños y adolescentes. En el contexto de la Educación General Básica, los docentes enfrentan el desafío de implementar estrategias pedagógicas que favorezcan la inclusión efectiva de estos estudiantes. Objetivo: Analizar las estrategias de enseñanza que emplean los docentes del Centro de Educación Básica "Carlos Arturo Chata" para atender a estudiantes con TDAH y proponer recomendaciones pedagógicas fundamentadas. Metodología: Se desarrolló un estudio descriptivo, no experimental y de corte transversal con enfoque cuantitativo. Participaron 18 docentes seleccionados mediante muestreo no probabilístico por conveniencia. Se aplicó un cuestionario estructurado tipo Likert validado por juicio de expertos (α = 0.87). Los datos se analizaron mediante estadística descriptiva y pruebas no paramétricas. Resultados: El 72.2% de los docentes reportó conocimiento limitado sobre estrategias específicas para TDAH. Las estrategias más utilizadas fueron la segmentación de tareas (M = 3.8; DE = 0.92) y el refuerzo positivo (M = 3.6; DE = 1.05). Se identificaron barreras significativas relacionadas con la formación docente (88.9%) y la escasez de recursos adaptados (77.8%). Conclusiones: Existe una brecha entre las políticas inclusivas y las prácticas pedagógicas reales. Se requieren programas de capacitación docente basados en evidencia y el fortalecimiento del Diseño Universal para el Aprendizaje como marco metodológico para optimizar la inclusión de estudiantes con TDAH.

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