O Papel do profissional de apoio nos processos de inclusão escolar da criança com transtorno do déficit de atenção e hiperatividade

Abstract

This research sought to understand the role of the support professional and how he can act to support the school inclusion of children with Attention Deficit Hyperactivity Disorder (ADHD). The presence of a support professional in the school space can collaborate in the performance of functions and/or activities for children who have learning difficulties. This support professional's main function is to mediate between the student and the school context, meeting their demands, helping the child to feel more secure and included in that environment and to feel encouraged to overcome the challenges that are being proposed. Regarding the methodology, the bibliographic research carried out was characterized as access to primary sources, based on the search for existing information to understand the role of the support professional in the processes of school inclusion of children with attention deficit hyperactivity disorder, with the intention of improving and building knowledge about this topic so relevant to understand the involvement of professionals who need to be involved in the education process of children with ADHD so that school inclusion is possible. The main references of this study were: Barkley (2002), Cardoso (2007), Lopes (2018), Ribeiro (2011). According to the results, it was possible to reflect on relevant aspects that are involved in the school process and that the actions of both teachers and support professionals can help in meeting the special educational needs of these students so that their demands can be met and thus, children with ADHD will be more likely to interact with the school environment, with teachers, their peers, that is, their groupmates.