ADHD IN THE SCHOOL ENVIRONMENT: CHALLENGES AND STRATEGIES FOR INCLUSION USING GAMIFICATION

Abstract

This research addresses the following problem: how can pedagogical strategies based on digital technologies contribute to the learning process of elementary school students with ADHD in Science classes? It is believed that using gamification as a pedagogical strategy can support not only the cognitive development of elementary school students with ADHD in the final years but also make Science classes more enjoyable and engaging. This article aims to reflect on gamification as a playful pedagogical strategy for teaching Science to elementary school students with ADHD in the final years, aiming to optimize their learning and engagement. The in-depth research methodology stands out as the structural approach of this study. For data collection, the technique of semi-structured interview scripts with open-ended questions was employed. For data analysis, Bardin’s content analysis technique was used. Ultimately, the main challenges faced by teachers and elementary school students with ADHD in the final years regarding inclusion were understood. It was demonstrated that gamification can be a playful and stimulating tool capable of promoting engagement and inclusion of students with ADHD in school. Finally, it was confirmed that pedagogical strategies such as gamification can encourage and facilitate the teaching/learning process for these students. Furthermore, this research resulted in the creation of a technological product—an ebook designed for Science teachers, featuring a lesson on Energy Sources using gamification.