IMPLEMENTACIÓN DE ESTRATEGIAS INCLUSIVAS DENTRO DEL MODELO CONSTRUCTIVISTA PARA NIÑOS CON TRASTORNO POR DÉFICIT DE ATENCIÓN E HIPERACTIVIDAD

Abstract

The probability of having students with attention deficit hyperactivity disorder (ADHD), the tendency to implement erroneous terms and the stereotypes of pedagogical strategies, are some of the reasons for the study. Therefore, due to the diversity in educational institutions and the need to strengthen in students the ability to generate meaningful learning, this article is oriented towards an inclusive constructivist education, so that teachers have the task of analyzing, selecting and apply strategies to achieve quality and warmth education.

For the development of this research, the data obtained after the application of a survey carried out on students who are in the seventh grade of Basic General Education are analyzed, covering aspects such as key knowledge about inclusion and questions focused on the main characteristics of ADHD. Implementing a mixed methodology (qualitative - quantitative) that allows carrying out a critical analysis and proposing possible solutions; in addition to a descriptive investigation that seeks to expose the main qualities that characterize the object under study; accompanied by the deduction as a method to formulate general conclusions taking as a starting point particular facts.

So it is necessary that issues such as ADHD and inclusive education are not studied only to deal with situations, but it is also important to raise awareness and generate knowledge about these issues, with the intention of providing training and being prepared to face upcoming events in the best possible way.