Psycho-pedagogical strategies for the inclusion of students with ADHD in basic education

Introduction: The study addressed the educational inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in elementary education, given that this neuropsychiatric disorder significantly affected academic performance, social integration, and emotional well-being. The research was based on theoretical frameworks such as Vygotsky's sociocultural theory, information processing, and self-determination theory, with the aim of designing psycho-pedagogical strategies adapted to the school context.Methods: The research was conducted using a qualitative and descriptive approach. The population consisted of seventh-grade students at the Ciudad del Norte School, and the sample corresponded to one student diagnosed with ADHD. Data collection techniques such as participant observation, semi-structured interviews, focus groups, and document review were used. Methods of analysis, synthesis, induction, and deduction were also employed to identify patterns and formulate an intervention proposal.Results: The expected results indicated that the implementation of personalized psycho-pedagogical strategies, such as curricular adaptations, use of visual organizers, self-regulation techniques, and collaborative activities, favored the participation of students with ADHD. In addition, collaboration between teachers, families, and specialists was identified as decisive in ensuring the effectiveness of the interventions.Conclusions: The study concluded that the inclusion of students with ADHD required a comprehensive approach based on curriculum personalization, teacher training, and school-family cooperation. These strategies not only improved academic performance but also strengthened student motivation, self-esteem, and sense of belonging.