Palavras-chave
Como Citar
Resumo
Esta revisão da literatura concentrou-se em estratégias de ensino eficazes para crianças com Transtorno de Déficit de Atenção e Hiperatividade (TDAH) em salas de aula onde se ensina inglês como língua estrangeira (EFL), o que é, sem dúvida, uma questão nova e crucial que exige atenção imediata. Esta revisão não se concentra apenas em identificar as estratégias de ensino usadas para alunos com TDAH, mas também se aprofunda e considera diferentes abordagens de ensino e adaptações de educação inclusiva para alunos com TDAH. O impacto dessa revisão pode ser significativo para educadores, pais e partes interessadas, pois pode fornecer recomendações e conhecimentos valiosos com base nas evidências coletadas. Isso levaria ao desenvolvimento de estratégias ou mecanismos de ensino mais eficazes, eficientes e inclusivos para alunos com TDAH. Os programas voltados para a formação de professores também poderiam se beneficiar dos resultados desta revisão, contribuindo para o apoio geral e melhorando a experiência acadêmica dos alunos com TDAH em ambientes de aprendizagem de idiomas estrangeiros.
Referências
Barkley, R. (2020). Taking Charge of ADHD The Complete: Authoritative Guide for Parents. The Guilford Press.
Bell, I. (2023). Speech Therapy Glenelg for Children with Articulation Disorders. Kim Richards. https://www.kimrichards.net/speech-therapy-glenelg-for-children-with-articulation-disorders/
Bolinger, S. J., Mucherah, W., & Markelz, A. M. (2020). Teacher knowledge of Attention-Deficit/Hyperactivity Disorder and Classroom Management. Journal of Special Education Apprenticeship, 9(1).1-15. https://doi.org/10.58729/2167-3454.1098
Bonete, S., Osuna, Á., Molinero, C., & García-Font, I. (2021). MAGNITIVE: Effectiveness and feasibility of a cognitive training program through magic tricks for children with attention deficit and hyperactivity disorder. a second clinical trial in community settings. Frontiers in Psychology, 12, 1-4 https://doi.org/10.3389/fpsyg.2021.649527
Brussino, O. (2021). Building capacity for inclusive teaching. OECD Education Working Papers, 256, 52-67. https://doi.org/10.1787/57fe6a38-en
Domsch, H., Ruhmland, M., & Lißmann, I. (2022). Effective but Not Feasible—What Support Staff in All-Day Primary Schools Think of Pedagogical Interventions with regard to Children with ADHD. Sustainability, 14(3), 1-4. https://www.doi.org/10.3390/su14031393
Drechsler, R., Brem, S., Brandeis, D., Grünblatt, E., Berger, G., & Walitza, S. (2020). ADHD: current concepts and treatments in children and adolescents. Neuropediatrics, 51(05), 315–335. https://www.doi.org/10.1055/s-0040-1701658
Farhangnia, S., Hassanzadeh, R., & Ghorbani, S. (2020). Handwriting Performance of Children with Attention Deficit Hyperactivity Disorder: The Role of Visual-Motor Integration. International Journal of Pediatrics, 8(11), 12317–12326. https://doi.org/10.22038/ijp.2020.47633.3857
Galkiene, A., & Monkeviciene, O. (2021). Implementing UDL: Development of Purposeful and Motivated Students. In E. Stasiunaitiene, & J. Navaitiene (ed.). Improving Inclusive Education through Universal Design for Learning (pp. 220 – 234). Springer.
Hagstrøm, J., Maigaard, K., Pagsberg, A. K., Skov, L., Plessen, K. J., & Vangkilde, S. (2020). Reappraisal is an effective emotion regulation strategy in children with Tourette syndrome and ADHD. Journal of Behavior Therapy and Experimental Psychiatry, (68), 1-7. https://www.doi.org/10.1016/j.jbtep.2019.101541
Hornstra, R., Groenman, A. P., Van Der Oord, S., Luman, M., Dekkers, T. J., Van Der Veen-Mulders, L., Hoekstra, P. J., & Van Den Hoofdakker, B. J. (2022). Review: Which components of behavioral parent and teacher training work for children with ADHD? – a metaregression analysis on child behavioral outcomes. Child and Adolescent Mental Health, 28(2), 258–268. https://doi.org/10.1111/camh.12561
Humphrey, N., Hennessey, A., Troncoso, P., Panayiotou, M., Black, L., Petersen, K., Wo, L., Mason, C., Ashworth, E., Frearson, K., Boehnke, J. R., Pockett, R., Lowin, J., Foxcroft, D., Wigelsworth, M., & Lendrum, A. (2022). The Good Behaviour Game intervention to improve behavioral and other outcomes for children aged 7–8 years: a cluster RCT. Public Health Research, 10(7), 18–22. https://www.doi.org/10.3310/vkof7695
Jose, A (2021). A Comparative Study of Students with and without ADHD on Self Efficacy and Socio-Emotional Adjustment. Journal of Emerging Technologies and Innovative Research, 8(8), 2-5. https://www.jetir.org/papers/JETIR2108530.pdf
Jornevald, M., Pettersson?Roll, L., & Hau, H. G. (2023). The Good Behavior Game for students with special educational needs in mainstream education settings: A scoping review. Psychology in the Schools, 61(3), 861–886. https://www.doi.org/10.1002/pits.23086
Koi, P. (2020). Born Which Way? ADHD, Situational Self-Control, and Responsibility. Neuroethics, 14(2), 205–218. https://www.doi.org/10.1007/s12152-020-09439-3
Lambez, B., Harwood?Gross, A., Golumbic, E. Z., & Rassovsky, Y. (2020). Non-pharmacological interventions for cognitive difficulties in ADHD: A systematic review and meta-analysis. Journal of Psychiatric Research, 120, 40–55. https://www.doi.org/10.1016/j.jpsychires.2019.10.007
Lozano-Álvarez, M., Cano, S. R., Benito, V. D., & Mercado-Val, E. (2023). A systematic review of literature on emerging technologies and specific learning difficulties. Education Sciences, 13(3), 1-12. https://doi.org/10.3390/educsci13030298
McDougal, E., Tai, C., Stewart, T. M., Booth, J. N., & Rhodes, S. (2022). Understanding and Supporting Attention Deficit Hyperactivity Disorder (ADHD) in the Primary School Classroom: Perspectives of Children with ADHD and their Teachers. Journal of Autism and Developmental Disorders, 53(9), 3406–3421. https://www.doi.org/10.1007/s10803-022-05639-3
Mezzanotte, C. (2020). Policy approaches and practices for the inclusion of students with attention-deficit hyperactivity disorder (ADHD). OECD Education Working Papers, 238, 30-41. https://www.doi.org/10.1787/49af95e0-en
Nigg, J. T., Sibley, M. H., Thapar, A., & Karalunas, S. L. (2020). Development of ADHD: Etiology, Heterogeneity, and Early Life course. Annual Review of Developmental Psychology, 2(1), 559–583. https://doi.org/www.10.1146/annurev-devpsych-060320-093413
Ofojebe, E. N, & Uzoekwe, H. E. (2021). Classroom Management Strategies to Helping Children with Attention Deficit /Hyperactivity Disorder (ADHD). African Journal of Educational Management, Teaching and Entrepreneurship Studies, 2(1), 190-199. https://www.ajemates.org/index.php/ajemates/article/view/30
Pandey, N., & Gupta, S. (2023). Effectiveness of Mind-body interventions in dealing with ADHD and learning disability: A Review. Mind and Society, 11(04), 52–59. https://www.doi.org/10.56011/mind-mri-114-20226
Pritchard, A. E., Koriakin, T. A., Carey, L. B., Bellows, A., Jacobson, L. A., & Mahone, E. M. (2019). Academic Testing Accommodations for ADHD: Do they help? National Library of Medicine, 21(2), 67–78. https://www.doi.org/10.18666/ldmj-2016-v21-i2-7414
Sarwar, A. (2023). Nursing Care Plan for Attention-Deficit/Hyperactivity Disorder (ADHD): Promoting Self-Management and Functional Adaptation. Made for Medical.
Segal, J., Smith, M. (2024). Teaching Students with ADHD. Helpguide.org.
Segotso M. (2020). Attention Deficit Hyperactivity Disorder (ADHD). Mmegi.
Shrestha, M., Lautenschleger, J., & Soares, N. (2020). Non-pharmacologic management of attention-deficit/hyperactivity disorder in children and adolescents: a review. Translational Pediatrics, 9(1), 114–124. https://www.doi.org/10.21037/tp.2019.10.01
Spina, K. (2021, September 30). 10 Essential Classroom Accommodations for ADHD. Go to that Individualized Education Program meeting prepared. Psychology Today. https://acortar.link/YRh7rY
Staff, A. I., Oosterlaan, J., Van Der Oord, S., Van Den Hoofdakker, B. J., & Luman, M. (2023). The relation between classroom setting and ADHD behavior in children with ADHD compared to typically developing peers. Journal of Attention Disorders, 27(9), 939–950. https://doi.org/10.1177/10870547231167522
Szép, A., Dantchev, S., Zemp, M., Schwinger, M., Chavanon, M., & Christiansen, H. (2021). Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives. Sustainability, 13(22), 1-12. https://www.doi.org/10.3390/su132212843
Van Der Oord, S., & Tripp, G. (2020). How to Improve Behavioral Parent and Teacher Training for Children with ADHD: Integrating Empirical Research on Learning and Motivation into Treatment. Clinical Child and Family Psychology Review, 23(4), 577–604. https://doi.org/10.1007/s10567-020-00327-z
Woolfolk, A. (2019). Educational Psychology. Pearson.
Este trabalho está licensiado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2024 Maria Elizabeth Cedillo Tello, Juanita Catalina Argudo-Serrano