Uma revisão bibliográfica sobre o processo de inclusão e o ensino de matemática para alunos com transtorno do Déficit de atenção e hiperatividade

Abstract

This study aimed to analyze, through a literature review, the importance of an accurate diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) and its implications for educational inclusion, particularly in mathematics teaching, with a focus on research addressing the development of pedagogical practices that foster equity, support, and the holistic development of diagnosed students. The research discussed pedagogical practices that promote equity, inclusion, and integral development of students with ADHD, emphasizing how early diagnosis enables more effective pedagogical interventions. A qualitative bibliographic study was conducted, based on the analysis of dissertations and theses published between 2015 and 2025, available in the CAPES and BDTD repositories. Nine studies were analyzed—eight dissertations and one thesis—which revealed the main challenges faced by students with ADHD in mathematics learning and highlighted effective inclusive methodologies, such as the use of accessible teaching materials, assistive technologies, and diversified assessments. The results showed that successful inclusion depends on continuous teacher training, adapted pedagogical strategies, and investments from school administrations and education departments in infrastructure and technical support. It was concluded that, to ensure truly inclusive education, it is essential to strengthen political-pedagogical projects, promote intersectoral actions among education, health, and social assistance, and commit collectively to respecting the uniqueness of each student, with or without ADHD.