Estimulación temprana y habilidades motrices, para estudiantes con trastorno por déficit de atención e hiperactividad

Attention Deficit/Hyperactivity Disorder, a neurodevelopmental disorder that arises in childhood, is increasingly common in elementary school classrooms. However, many teachers lack the necessary preparation to address these issues and meet the needs of these students. A non-probabilistic sampling was used with conventional students, three children with this educational need and their Physical Education teacher. Inclusion and attention variables were measured by means of indicators, observation guide, documentary analysis, survey and interviews. The results reveal a lack of knowledge in the use of teaching-learning strategies related to attention to diversity. The need for continuous training and self-training to improve classroom intervention is highlighted. In addition, an inclusive didactic strategy based on a system of exercises was designed and validated through a structural and functional systemic approach in an educational unit of De La Salle, Ecuador, using a mixed and pre-experimental methodology. The results of the pre- and post-test confirmed the effectiveness of the didactic strategy in educational practice. This study focuses on developing a system of early stimulation exercises to benefit the development of basic motor skills, facilitate their biopsycho-socioemotional growth and their affective and effective disposition for learning from the school stage in the Physical Education class, focusing on the attention to diversity, especially in students with this disorder.