Resumo

ABRAHAO, Anaisa Leal Barbosa; ELIAS, Luciana Carla dos Santos; ZERBINI, Thaís  e  D'AVILA, Keiko Maly Garcia. Attention Deficit Hyperactivity Disorder, educational inclusion and Training, Development and Education: an integrative review. Rev. Psicol., Organ. Trab. [online]. 2020, vol.20, n.2, pp. 1025-1032. ISSN 1984-6657.  http://dx.doi.org/10.17652/rpot/2020.2.18885.

Attention Deficit Hyperactivity Disorder (ADHD) is the most common neuropsychiatric condition in childhood; It should be the focus of educational inclusion, having a legal basis, where differentiated pedagogical strategies are needed. In this context, Training, Development and Education of People (TD&E) can contribute to the systematization of the promotion of skills of parents, teachers and students with ADHD. The present study aimed at an integrative review on school inclusion of children with ADHD, seeking to verify the existence of subsystems that make up the TD&E. We consulted 7 databases and selected 22 studies that were categorized according to TD&E. The analyzes showed: school inclusion with a process under construction worldwide; multiple forms of execution; need for teacher training; inclusion trend of children with ADHD; increasing workload and; the possibility of the applicability of TD&E in special education, contributing to the planning and execution of inclusive practices.

Palavras-chave : Attention Deficit Hyperactivity Disorder; school inclusion; Personnel Training.

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