Inclusão de estudantes com Transtorno de Déficit de Atenção e Hiperatividade na educação profissional e tecnológica do IFG - Câmpus Anápolis

Abstract

This research deals with the inclusion process of the student with Attention Deficit Hyperactivity Disorder (ADHD), in the scope of the technical courses of the Federal Institute of Education, Science and Technology of Goiás (IFG). The investigation had as its starting point the following questions: How have the educational actions aimed at students with ADHD within the scope of the IFG been taking place? What are the main characteristics and pedagogical demands of students with ADHD? From a political-pedagogical point of view, how is the process of including students with ADHD in the IFG characterized? Are mechanisms being created/implemented to enable the pedagogical assistance of these students considering their specificities? Thus, the research aimed to investigate and analyze how the process of inclusion of students with ADHD in the context of Integrated Technical Education in the IFG Anápolis Campus has occurred since the implementation of NAPNE (Center for the Assistance of People with Special Needs). In this attempt, in addition to theoretical study, interviews were conducted with students with ADHD enrolled or graduated from the integrated technical courses of the IFG Anápolis Campus, as well as representatives of these students' teachers, coordinators of the courses and members of NAPNE. The research was theoretically anchored in studies about School Inclusion, especially by Mantoan (2003), Sassaki (1999) and Januzzi (2004) and in specific studies about ADHD by Barkley (2002, 2008), Bencziik (2000, 2003), Rohde and Mattos (2003), among others. The data collected through the interviews allowed us to infer that the need for teacher training in the field of inclusive education and, more specifically, in relation to ADHD has been one of the main obstacles in the process of school inclusion of students with this disorder. Some advances can be observed, such as the creation of the NAPNE (Center for the Assistance of People with Special Needs) and the insertion of the theme of school inclusion and diversity in the various institutional documents of the IFG. However, other conditions need to be offered, such as the training of teachers and other professionals who work with these students as well as support teams working full time in order to support teachers and students in this process.