Inclusive Teaching Strategies For Students With Attention Deficit Hyperactivity Disorder In Basic General Education
DOI:
https://doi.org/10.70577/asce.v5i1.696Keywords:
ADHD, Inclusive Education, Teaching Strategies, Basic General Education, Teacher Training, Universal Design For LearningAbstract
Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in the pediatric population, with an estimated global prevalence between 7% and 8% in children and adolescents. In the context of Basic General Education, teachers face the challenge of implementing pedagogical strategies that promote effective inclusion of these students. Objective: To analyze the teaching strategies employed by teachers at the "Carlos Arturo Chata" Basic Education Center to serve students with ADHD and propose evidence-based pedagogical recommendations. Methodology: A descriptive, non-experimental, cross-sectional study with a quantitative approach was conducted. Eighteen teachers participated, selected through non-probabilistic convenience sampling. A structured Likert-type questionnaire validated by expert judgment was applied (α = 0.87). Data were analyzed using descriptive statistics and non-parametric tests. Results: 72.2% of teachers reported limited knowledge of specific strategies for ADHD. The most frequently used strategies were task segmentation (M = 3.8; SD = 0.92) and positive reinforcement (M = 3.6; SD = 1.05). Significant barriers related to teacher training (88.9%) and scarcity of adapted resources (77.8%) were identified. Conclusions: There is a gap between inclusive policies and actual pedagogical practices. Evidence-based teacher training programs and strengthening Universal Design for Learning as a methodological framework are required to optimize the inclusion of students with ADHD.
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