Estratégias de Intervenção com Estudantes com TDAH no Ensino Superior

Attention Deficit Hyperactivity Disorder (ADHD) poses significant challenges in higher education, as it directly impacts students' academic performance and interpersonal relationships. This article presents a multiple-case study aimed at analyzing different profiles of university students diagnosed with ADHD and proposing pedagogical intervention strategies that contribute to their academic success and retention. Three cases were studied: a student with an inattentive profile, another with a hyperactive-impulsive profile, and a third with a combined profile. The analysis of the challenges faced by each profile enabled the proposal of differentiated strategies that emphasize the personalization of teaching and learning processes, as well as the crucial role of professors in creating inclusive environments. It is concluded that adopting adapted practices, together with institutional support, can transform the university experience of students with ADHD.