Estrategia pedagógica para el desarrollo de capacidades físicas en estudiantes con trastorno por déficit de atención con hiperactividad

The physical education inclusion of students with neurodevelopmental disorders is a key aspect of their development and development. This article aimed to develop an inclusive pedagogical strategy, incorporating a multidisciplinary and integrative approach, to enhance the physical abilities of students with attention deficit hyperactivity disorder (ADHD) in physical education classes. The research conducted a descriptive-explanatory pre-experimental study with a qualitative-quantitative approach and a sample of 50 8th-grade students, nine of whom were diagnosed with ADHD. Theoretical and empirical methods and techniques were employed, allowing for a diagnosis of the current state of the process and highlighting its theoretical and methodological limitations. The design and implementation of an inclusive pedagogical strategy transformed not only the behavior of students with ADHD, but also the practices and attitudes of teachers. The development of greater sensitivity and empathy was reaffirmed by strengthening a more active learning environment, based on adaptations and adjustments made to learning methods, through actions that successfully enhanced physical abilities and group socialization.