{"id":{"repo_id":"brazil-ufpb","oai_identifier":"oai:repositorio.ufpb.br:123456789/1326"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufpb/oai:repositorio.ufpb.br:123456789/1326","repository":{"repo_id":"brazil-ufpb","name":"Brazil UFPB","base_url":"https://repositorio.ufpb.br/oai/request"},"display":{"title":"A relação escola e família na inclusão da criança com características do TDAH: reflexões e contribuições da Pedagogia","abstract":"Attention deficit hyperactivity disorder (ADHD) is a common disorder in childhood and may have a significant impact on the individual’s development, following him into adulthood.This disorder is considered one of the most investigated neurobiological disorders of genetic causes.Regarding diagnosis, it is advisable to be done early, as it will ensure a positive outcome in the treatment, allowing the child to have a better quality of life.Thegeneral purposes of this research were to analyze the relationship between school and family in the inclusion of children with Attention Deficit Hyperactivity Disorder, andto try to present reflections and contributions to inclusion process improvement based on the pedagogical knowledge.The specific purposes of this research were to identify the level of knowledge of families and teachers about ADHD, andto verify the strategies used by them in the social inclusion of the child. Through the collected data in the exploratory and qualitative researchwith questionnaire, was observed that the teachers and the family do not have enough knowledge about ADHD, and do not have necessary knowledge on inclusion.Based on these data, was presented to the subject of research and interested in the subject, a theoretical foundation that can help them in working with children with the disorder. We believe that there needs to be a well-planned educational intervention with parent’s participation, so that the children can be included in the school environment, and develop their social and emotional skills.We aimed to show that teachers and parents can assist effectively in the reintegration of the children to social groups and make possible the stimulation and appreciation of learning.","abstract_html":"Attention deficit hyperactivity disorder (ADHD) is a common disorder in childhood and may have a significant impact on the individual’s development, following him into adulthood.This disorder is considered one of the most investigated neurobiological disorders of genetic causes.Regarding diagnosis, it is advisable to be done early, as it will ensure a positive outcome in the treatment, allowing the child to have a better quality of life.Thegeneral purposes of this research were to analyze the relationship between school and family in the inclusion of children with Attention Deficit Hyperactivity Disorder, andto try to present reflections and contributions to inclusion process improvement based on the pedagogical knowledge.The specific purposes of this research were to identify the level of knowledge of families and teachers about ADHD, andto verify the strategies used by them in the social inclusion of the child. Through the collected data in the exploratory and qualitative researchwith questionnaire, was observed that the teachers and the family do not have enough knowledge about ADHD, and do not have necessary knowledge on inclusion.Based on these data, was presented to the subject of research and interested in the subject, a theoretical foundation that can help them in working with children with the disorder. We believe that there needs to be a well-planned educational intervention with parent’s participation, so that the children can be included in the school environment, and develop their social and emotional skills.We aimed to show that teachers and parents can assist effectively in the reintegration of the children to social groups and make possible the stimulation and appreciation of learning.","abstract_has_math":false,"creators":["Freitas, Sara Teixeira Chaussê de"],"institution":"Educação","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-09-28","date_published":"2016-09-28","updated_at":"2026-07-24T01:18:10Z","subjects":["Transtorno de Déficit de Atenção e Hiperatividade","Pedagogia","Inclusão","Hiperatividade"],"languages":["pt"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufpb.br/jspui/handle/123456789/1326","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Freitas, Sara Teixeira Chaussê de"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-09-28T12:26:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-09-28T12:26:35Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-09-28"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Educação"]},{"key":"dc:type","label":"Dc Type","values":["TCC"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Transtorno de Déficit de Atenção e Hiperatividade","Pedagogia","Inclusão","Hiperatividade"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufpb.br/jspui/handle/123456789/1326"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["O Transtorno de Déficit de Atenção e Hiperatividade é comum na infância e pode ter um impacto significativo sobre o desenvolvimento posterior, acompanhando o indivíduo até a vida adulta. É um transtorno neurobiológico de causas genéticas, mais bem pesquisado. Quanto ao diagnóstico, o ideal é que seja feito precocemente, pois irá garantir um resultado positivo no seu tratamento, permitindo a criança ter uma melhor qualidade de vida. A pesquisa apresentada tem como o objetivo geral analisarmos a relação escola e família na inclusão da criança com características do Transtorno de Déficit de Atenção com Hiperatividade, buscando à luz dos referenciais pedagógicos propor reflexões e contribuições para melhoria do processo. Tivemos como objetivo específicos identificar o nível de conhecimento das famílias e dos professores sobre o TDAH, bem como verificar as estratégias que a família e a escola utilizam para incluir essa criança socialmente. Através dos dados coletados na pesquisa tipo exploratório qualitativa com aplicação de questionário, constatamos que os professores e a família não possuem conhecimentos suficiente sobre TDAH, assim como não possuem conhecimento necessário sobre a inclusão e como ela deve acontecer. Partindo desses dados, buscamos oferecer aos sujeitos da pesquisa e interessados no tema, um embasamento teórico que possa auxilia-los no trabalho com criança com o transtorno. Acreditamos que, para a criança ser incluída no ambiente escolar, será necessária uma intervenção pedagógica bem planejada com a participação efetiva dos pais a fim de que essa criança consiga se desenvolver afetivamente e socialmente. Procuramos mostrar que professores e pais podem de maneira eficaz, auxiliar a reintegração dessa criança aos grupos sociais e possibilitar a estimulação e valorização do seu aprendizado."]},{"key":"dc:description.abstract","label":"Abstract","values":["Attention deficit hyperactivity disorder (ADHD) is a common disorder in childhood and may have a significant impact on the individual’s development, following him into adulthood.This disorder is considered one of the most investigated neurobiological disorders of genetic causes.Regarding diagnosis, it is advisable to be done early, as it will ensure a positive outcome in the treatment, allowing the child to have a better quality of life.Thegeneral purposes of this research were to analyze the relationship between school and family in the inclusion of children with Attention Deficit Hyperactivity Disorder, andto try to present reflections and contributions to inclusion process improvement based on the pedagogical knowledge.The specific purposes of this research were to identify the level of knowledge of families and teachers about ADHD, andto verify the strategies used by them in the social inclusion of the child. Through the collected data in the exploratory and qualitative researchwith questionnaire, was observed that the teachers and the family do not have enough knowledge about ADHD, and do not have necessary knowledge on inclusion.Based on these data, was presented to the subject of research and interested in the subject, a theoretical foundation that can help them in working with children with the disorder. We believe that there needs to be a well-planned educational intervention with parent’s participation, so that the children can be included in the school environment, and develop their social and emotional skills.We aimed to show that teachers and parents can assist effectively in the reintegration of the children to social groups and make possible the stimulation and appreciation of learning."]},{"key":"dc:title","label":"Title","values":["A relação escola e família na inclusão da criança com características do TDAH: reflexões e contribuições da Pedagogia"]}]}],"canonical_facts":{"dc:creator":["Freitas, Sara Teixeira Chaussê de"],"dc:date.accessioned":["2016-09-28T12:26:35Z"],"dc:date.available":["2016-09-28T12:26:35Z"],"dc:date.issued":["2016-09-28"],"dc:description":["O Transtorno de Déficit de Atenção e Hiperatividade é comum na infância e pode ter um impacto significativo sobre o desenvolvimento posterior, acompanhando o indivíduo até a vida adulta. É um transtorno neurobiológico de causas genéticas, mais bem pesquisado. Quanto ao diagnóstico, o ideal é que seja feito precocemente, pois irá garantir um resultado positivo no seu tratamento, permitindo a criança ter uma melhor qualidade de vida. A pesquisa apresentada tem como o objetivo geral analisarmos a relação escola e família na inclusão da criança com características do Transtorno de Déficit de Atenção com Hiperatividade, buscando à luz dos referenciais pedagógicos propor reflexões e contribuições para melhoria do processo. Tivemos como objetivo específicos identificar o nível de conhecimento das famílias e dos professores sobre o TDAH, bem como verificar as estratégias que a família e a escola utilizam para incluir essa criança socialmente. Através dos dados coletados na pesquisa tipo exploratório qualitativa com aplicação de questionário, constatamos que os professores e a família não possuem conhecimentos suficiente sobre TDAH, assim como não possuem conhecimento necessário sobre a inclusão e como ela deve acontecer. Partindo desses dados, buscamos oferecer aos sujeitos da pesquisa e interessados no tema, um embasamento teórico que possa auxilia-los no trabalho com criança com o transtorno. Acreditamos que, para a criança ser incluída no ambiente escolar, será necessária uma intervenção pedagógica bem planejada com a participação efetiva dos pais a fim de que essa criança consiga se desenvolver afetivamente e socialmente. Procuramos mostrar que professores e pais podem de maneira eficaz, auxiliar a reintegração dessa criança aos grupos sociais e possibilitar a estimulação e valorização do seu aprendizado."],"dc:description.abstract":["Attention deficit hyperactivity disorder (ADHD) is a common disorder in childhood and may have a significant impact on the individual’s development, following him into adulthood.This disorder is considered one of the most investigated neurobiological disorders of genetic causes.Regarding diagnosis, it is advisable to be done early, as it will ensure a positive outcome in the treatment, allowing the child to have a better quality of life.Thegeneral purposes of this research were to analyze the relationship between school and family in the inclusion of children with Attention Deficit Hyperactivity Disorder, andto try to present reflections and contributions to inclusion process improvement based on the pedagogical knowledge.The specific purposes of this research were to identify the level of knowledge of families and teachers about ADHD, andto verify the strategies used by them in the social inclusion of the child. Through the collected data in the exploratory and qualitative researchwith questionnaire, was observed that the teachers and the family do not have enough knowledge about ADHD, and do not have necessary knowledge on inclusion.Based on these data, was presented to the subject of research and interested in the subject, a theoretical foundation that can help them in working with children with the disorder. We believe that there needs to be a well-planned educational intervention with parent’s participation, so that the children can be included in the school environment, and develop their social and emotional skills.We aimed to show that teachers and parents can assist effectively in the reintegration of the children to social groups and make possible the stimulation and appreciation of learning."],"dc:identifier.uri":["https://repositorio.ufpb.br/jspui/handle/123456789/1326"],"dc:language.iso":["pt"],"dc:publisher.department":["Educação"],"dc:subject":["Transtorno de Déficit de Atenção e Hiperatividade","Pedagogia","Inclusão","Hiperatividade"],"dc:title":["A relação escola e família na inclusão da criança com características do TDAH: reflexões e contribuições da Pedagogia"],"dc:type":["TCC"]},"updated_at":"2026-07-24T01:18:10Z"}