Estratégias de ensino para estudantes com TDAH: estado da arte na perspectiva do ensino de Química

Abstract

This study analyzes teaching strategies designed to support students with Attention Deficit/Hyperactivity Disorder (ADHD) within the context of Chemistry education. The research adopts the “state of the art” methodology, aiming to systematize and discuss the main approaches found in recent academic studies on inclusive Chemistry teaching. Through an integrative literature review conducted between 2014 and 2024, the study identifies methodological trends and gaps in scientific production regarding inclusive education for students with ADHD. The results show that most studies emphasize the effectiveness of playful and interactive methodologies, such as didactic games and adapted activities, which stimulate attention, motivation, and socialization in the classroom. The findings also reveal an increasing interest in inclusive educational practices, especially those that integrate theoretical reflection and practical application in teaching. In conclusion, the study highlights that inclusive strategies in Chemistry teaching—supported by ludic methodologies, technological resources, and collaborative planning—can significantly improve the engagement and learning outcomes of students with ADHD, contributing to a more equitable and participatory educational environment.