Inclusive Pedagogical Strategies for Students with Attention Deficit Hyperactivity Disorder in Elementary Education
DOI:
https://doi.org/10.70577/y7efrd15Keywords:
ADHD, inclusive education, pedagogical strategies, elementary education, school-based interventions, curricular adaptations.Abstract
Attention Deficit Hyperactivity Disorder (ADHD) represents one of the most significant challenges for contemporary inclusive education, with a global prevalence ranging from 5% to 8% among school-age children. The objective of this systematic review was to analyze the available scientific evidence on effective inclusive pedagogical strategies to improve learning outcomes for students with ADHD in regular elementary education classrooms. The methodology followed the PRISMA protocol, consulting specialized databases including Scopus, Web of Science, ERIC, and PsycINFO, with inclusion criteria prioritizing empirical studies, systematic reviews, and meta-analyses published between 2019 and 2024. Forty-seven studies meeting the established criteria were selected. Results demonstrate that the most effective interventions combine curricular adaptations with self-regulation techniques, positive behavioral management, and socioemotional support within a Universal Design for Learning framework. Key determinants identified include family-school collaboration, specialized teacher training, and appropriate use of educational technologies. Conclusions emphasize the need to implement contextualized multimodal approaches that recognize each student's individual strengths, thereby promoting authentic educational inclusion that transcends traditional learning barriers.
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