Preparation of teachers to care for schoolchildren with Attention Deficit and Hyperactivity Disorder

Abstract

Caring for schoolchildren diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) has established current challenges in Primary Schools. The objective of this paper is to investigate the methodological preparation that teachers have for the care of schoolchildren with ADHD at the “José Luis Dubrocq” Primary School, Matanzas Municipality. The population corresponds to 100% of the managers (2) and teachers (18) of the educational institution analyzed. Different theoretical, statistical, mathematical and empirical methods were used; such as: analysis of documents, study of the products of the pedagogical process, observation, interviews and surveys. The most relevant results were that teachers detect students with ADHD in the classrooms, although they show limited knowledge of the fundamental characteristics of these students and what means they could use to motivate them in the teaching-learning process. The institution has methodological guidelines for addressing the individual differences of schoolchildren and guidelines by specialists from the Diagnostic and Orientation Center (CDO), but there is little use of methodological activities aimed at caring for schoolchildren with ADHD.