Trastorno por déficit de atención e hiperactividad desde la perspectiva del trabajo docente

Abstract

Learning disorders, irrespective of their classification, learning disorders can be develope and improve in a timely and effective manner in favor of the development of academic skills, providing a satisfactory process for children. Therefore, the teaching accompaniment, their perspectives and the role developed are essential. This research contains a qualitative approach, which allows to identify the Attention Deficit Hyperactivity Disorder (ADHD) from the classroom and teachers, providing characteristics and information about the disorder, allowing the report and assimilation of specific cases within of the classroom and answer the guiding question. ¿What strategies do the teachers of the La Giralda kindergarten use to approach and recognize learning in children with attention and hyperactivity disorder? In order to obtain results, the teaching perspective and its position in the identification of ADHD and student reports are identified, from different strategies such as teacher training, institutional support, interdisciplinary team, interaction with students and follow-up through calls with families during the health emergency due to the coronavirus.