Propuesta de intervención inclusiva para alumnado con Trastorno por Déficit de Atención e Hiperactividad (TDAH)
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2022-12-01
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(ES) En el presente Trabajo Fin de Grado (TFG) se hará un recorrido por las diferentes fuentes teóricas, en concreto
sobre el Trastorno por Déficit de Atención e Hiperactividad (TDAH) y la educación inclusiva. Siendo este
trastorno uno de los más frecuente en las aulas con una probabilidad entre 3% a 7%. (American Psychological
Association, 2014). Posteriormente, se ofrece una propuesta de intervención basada en la inclusión y, ante
todo, en el aprendizaje cooperativo como principal componente para poder dar respuesta al alumnado con
TDAH escolarizados en el primer ciclo de Educación Primaria, es decir, los alumnos comprendidos entre los
6 y 8 años de edad. Pretendiendo que todos los estudiantes aprendan de manera coordinada y conjunta con
el fin de promover la inclusión plena. Además, en el diseño de este plan de intervención se tiene en cuenta
todos los diferentes agentes implicados en el proceso de enseñanza-aprendizaje del niño.
(EN) In this Final Degree Project (TFG) we will make a tour of the different theoretical sources, specifically on Attention Deficit Hyperactivity Disorder (ADHD) and inclusive education. Being this disorder one of the most frequent in classrooms with a probability between 3% to 7% (American Psychological Association, 2014). Subsequently, an intervention proposal is offered based on inclusion and, above all, on cooperative learning as the main component to be able to respond to students with ADHD schooled in the first cycle of Primary Education, i.e., students between 6 and 8 years of age. It is intended that all students learn in a coordinated and joint way in order to promote full inclusion. In addition, the design of this intervention plan takes into account all the different agents involved in the teaching-learning process of the child.
(EN) In this Final Degree Project (TFG) we will make a tour of the different theoretical sources, specifically on Attention Deficit Hyperactivity Disorder (ADHD) and inclusive education. Being this disorder one of the most frequent in classrooms with a probability between 3% to 7% (American Psychological Association, 2014). Subsequently, an intervention proposal is offered based on inclusion and, above all, on cooperative learning as the main component to be able to respond to students with ADHD schooled in the first cycle of Primary Education, i.e., students between 6 and 8 years of age. It is intended that all students learn in a coordinated and joint way in order to promote full inclusion. In addition, the design of this intervention plan takes into account all the different agents involved in the teaching-learning process of the child.
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