Resumen

SENO, Marília Piazzi. Attention-deficit hyperactivity disorder (ADHD): what teachers know?. Rev. psicopedag. [online]. 2010, vol.27, n.84, pp.334-343. ISSN 0103-8486.

INTRODUCTION: The Attention Deficit Hyperactivity Disorder (ADHD) is considered a worry by educators, especially during school time. Characterized by inattention, hyperactivity and impulsivity, it affects 3-5% of children. It is a neurobiological disorder of genetic cause which appears in childhood and often accompanies the individual throughout his life. Although there is no cure, its symptoms tend to decrease with age and the use of medication. When children start reading and writing it is necessary to maintain sustained attention and concentration in order to achieve the pedagogical objectives. OBJECTIVE: This study aimed to assess the knowledge of 52 teachers of municipal schools of a city in the country of Sao Paulo state on Attention Deficit Hyperactivity Disorder. METHODS: A questionnaire was administered taking into account the importance of such knowledge for their professional practice. CONCLUSIONS: We conclude that although teachers may not have enough theoretical knowledge about ADHD, their school practice allows them to observe, analyze, hypothesize and adapt their methodology regardless of what the system offers, therefore enabling students to have their differences respected and be actually included in a regular classroom.

Palabras clave : Attention deficit disorder with hyperactivity; Attention; Mental disorders diagnosed in childhood.

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