Educational activities to strengthen cognitive processes in school children with attention deficit hyperactivity disorder

Abstract

The purpose of this research was to analyze and propose pedagogical actions that would enhance the teaching and learning process for students with Attention Deficit Hyperactivity Disorder (ADHD). The study was justified by the high prevalence of the disorder in the child population and by the academic and behavioral difficulties faced by diagnosed students. The main objective was to identify didactic activities that would contribute to improving attention, interest, and comprehension of school content in children with this disorder. The methodology employed was a mixed-methods approach with a descriptive design. The research was conducted in a public elementary school, with a sample selected through non-probability convenience sampling, consisting of fifth-grade students, among whom students with persistent characteristics of ADHD were identified. Data collection was carried out through direct observation, teacher interviews, and analysis of academic performance. The results showed that the use of illustrations, graphic organizers, interspersed questions, and socialization activities promoted sustained attention, active participation, and interest in the content covered. It was found that teachers recognized the potential of students with this disorder, although they noted limitations related to a lack of specialized training and adapted teaching resources. It was concluded that the systematic application of visual and participatory pedagogical strategies significantly contributed to the learning and educational inclusion of students with Attention Deficit Hyperactivity Disorder, and ongoing teacher training was recommended to strengthen these practices.