TDAH e tecnologia na educação: uma revisão de estudos brasileiros

Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention and/or hyperactivity-impulsivity. Sustaining attention in students with ADHD is one of the primary challenges within the school environment, requiring new pedagogical strategies. The use of educational technologies has shown effectiveness in maintaining attention and engagement among these students. This study aims to investigate evidence from national research on the use of educational technologies for students with ADHD. It is an integrative literature review that utilized the CAPES Theses and Dissertations Database and the Portal of Periodicals of the Coordination for the Improvement of Higher Education Personnel (CAPES) as data sources, covering studies written in Portuguese from 2015 to 2024. The initial search identified 83 studies, and after analysis, 20 that met the study criteria were selected, including 4 theses, 6 dissertations, and 10 articles. The results show that national publications on this topic are limited, with minimal growth in studies over the past decade. The studies indicate the effectiveness of technology in supporting pedagogical strategies to improve the academic, cognitive, behavioral, and social skills of students with ADHD. New studies, teacher training, adequate infrastructure, and greater investment are essential for the effective implementation and proper use of these technologies.