A perceção dos docentes sobre a Perturbação de Hiperatividade/Défice de Atenção e as suas práticas no contexto escolar

Abstract

Attention Deficit/Hyperactivity Disorder (ADHD) is a developmental disorder that causes symptoms of inattention, impulsivity and hyperactivity. It impacts the student's academic life through inappropriate behavior, so the perception of teachers and their practices play a decisive role. This study addresses and questions teachers' perception of ADHD, as well as the inclusive strategies and practices used in the 1st cycle of basic education. A sociodemographic questionnaire, a questionnaire on ADHD in a school context and a questionnaire on teaching strategies and behavior management were applied to a sample of 208 primary school teachers. The data collected was processed using SPSS version 23. The results reveal a relationship between the belief that ADHD disappears over time and the characteristics of ADHD that most disrupt children's school lives. with various strategies. A relationship was also found between years of service with suspected ADHD and experience, with children diagnosed with the practices they think they should do. In the perception according to gender, differences were found with female teachers presenting higher scores. Thus, a negative relationship was found between verbally reprimanding and attributing consequences to bad behavior with practices. Raising awareness of ADHD symptoms allows for early intervention and the scarcity of social exclusion in the school environment. This investigation was crucial to understand how teachers' perceptions and their strategies evolved over time.

Date of Award	10 Apr 2024
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Paulo César Dias (Supervisor)