REVISÃO LITERÁRIA SOBRE PRÁTICAS EDUCACIONAIS UTILIZADAS NO PROCESSO DE INCLUSÃO DE ALUNOS COM TDAH

The objective of this article is to map the educational practices used in the process of inclusion of students with ADHD, aiming to identify research gaps and identify thematic, theoretical and methodological emphases. This study used a literature review, with a qualitative approach, the research was structured based on the descriptors of inclusion and exclusion, and aided by the filters found in the SCIELO, ANPED and IBICIT/BDTD platforms. The terms were connected using the Boolean operators “OR” and “AND”. The search was carried out with the keywords “educational practices” AND “inclusion” AND “attention deficit hyperactivity disorder”. Five studies that met the proposed criteria were smoothed. The results highlight that the most effective educational practices for the inclusion of students with ADHD involve multifaceted strategies, such as visual organization of the environment, use of assistive technology, gamification and task flexibility. However, the implementation of these practices faces significant challenges, including lack of specialized teacher training, insufficient technological resources and inconsistent public policies.