Living and learning with the ADHD

a case study

Abstract

The Attention Deficit Hyperactivity Disorder (ADHD) origin are neurobiological bases, results from an altered brain function, presents genetic components and manifests before seven years old. This neurodevelopmental disorder characterization occurs because of recurrent dispersive, impulsive and hyperactive behaviors that detract human relationships in different environments. Thereby, it’s a challenge to parents and teachers that try to highlight the possibilities in detriment of supposed limitations. There is no established work methodology. In each case is necessary to find alternatives that promote learning and development spaces. The current study case is about a 13-year-old boy, attending the seventh year of elementary school, diagnosed with ADHD. For the accomplishment of the study, the following data collection instruments were used: observation, reports from other professionals (teachers, educational psychologists, psychologists, speech therapist, neuropediatric), pedagogical activities (reading, text comprehension, writing production, mathematics exercises), school supplies analysis, interview and games. Data analysis have sought to answers to the following questions: how to mediate the learning process of a teenager diagnosed with ADHD, having educational psychologists a reference? What should be the role of the family and school so that the possibilities of being should not be succumbed by the diagnosis? Despite of the intention of offering definite answers, it is possible to infer on the necessity of a joint action that involves family and school, according to the demands in every case, trying to overcome attention conservative and pathologizing conceptions and praise the existence of different attentional modalities.