Estrategias metodológicas inclusivas para la atención de estudiantes con Trastorno por Déficit de Atención con Hiperactividad (TDAH) en educación básica

Resumen

This study aimed to analyze inclusive methodological strategies applied in basic education for students with Attention Deficit Hyperactivity Disorder (ADHD). It followed a mixed approach, with a non-experimental, field design and exploratory-descriptive scope. The sample consisted of 30 teachers from the Andrés de Vera Educational Unit. A structured questionnaire was used as the data collection instrument. Results show a favorable attitude toward inclusion, although strategies are applied in a limited and unsystematic way. The study concludes that strengthening teaching practices through inclusive methodological proposals is essential to promote attention, active participation, and meaningful learning among students with ADHD.