Conocimiento y uso de estrategias pedagógicas para estudiantes con TDAH en profesores y estudiantes de Pedagogía en Educación Media en Inglés en Chile
DOI:
https://doi.org/10.21703/rexe.v24i55.2828Palavras-chave:
Intervenções educacionais, Inclusão escolar, Dificuldades de aprendizagem, Transtornos do neurodesenvolvimento, Funções executivasResumo
O presente estudo tem como objetivo avaliar o conhecimento e o uso de estratégias pedagógicas para alunos com TDAH por professores e alunos de inglês como ensino médio no Chile. Foi utilizado o Questionário de Conhecimento de Estratégias Pedagógicas para Alunos com TDAH (CEPE-TDAH), baseado nas Diretrizes Canadenses de Prática de TDAH (CADDRA, 2018). Vinte e um professores e 44 alunos participaram, revelando que os professores têm maior conhecimento e uso de estratégias do que os alunos (M=121,90 vs. M=113,20, p<,05). A confiabilidade do questionário foi alta (ω = 0,86) e a validade do conteúdo foi moderada (V de Aiken = 0,53). Os resultados sugerem a necessidade de aprimorar o treinamento em TDAH tanto na formação de professores quanto na prática profissional. Este trabalho ressalta a importância de fornecer estratégias pedagógicas eficazes para melhorar o desempenho e a adaptação dos alunos com TDAH na sala de aula de inglês.
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