O QUE PENSAM OS PROFESSORES E PROFISSIONAIS DA EQUIPE DE AVALIAÇÃO SOBRE O DIAGNÓSTICO E AS PRÁTICAS DE ALFABETIZAÇÃO DE CRIANÇAS COM TDAH

Abstract

The specificities of schoolers during the literacy process always led researchers to analyze the aspects involved in the reading and writing learning. When dealing with specific school profile with Attention Deficit Disorder and Hyperactivity Disorder (ADHD), many questions arise. When you think how does the literacy of these students becomes imperative to know them, in particular, as well as any student. Thus, it is necessary to understand how does the evaluation and diagnosis of Attention Deficit Disorder and Hyperactivity Disorder (ADHD), who participates in this evaluation, how it is made and what is its significance for those involved. In this sense, this research sought to understand what teachers and evaluation team of professionals report on the diagnosis of children with ADHD literacy practices in a city in the interior of Paraná. The research problem was approached in a qualitative way, from a study of descriptive and exploratory, in which we used the interview techniques and questionnaire for data collection. The obtained reports were transcribed according to Manzini (2006) and analyzed from its content, according to Bardin (2011), in order to establish two thematic categories: How teachers and the multidisciplinary team say make or assist diagnosis ADHD and pedagogical practices of teachers with their students who have ADHD diagnosis. The results showed that the diagnosis of students is drawn often motivated by behavioral factors of which the difficulties are apparently consequences are not the cause, it was pointed out also that the greatest difficulty is the professional unpreparedness combined with great practical need for a good performance in compliance with ADHD. The data obtained in this research showed that the process of diagnosis is done in isolation by professionals and based on bureaucratic models that make it stressful for professionals involved and the family of the students and not really look for quality in the student's attendance, but a way to adapt it to standards of behavior and justify possible failures in their care. We suggest for future research that they turn to the interesting theme that seeks to understand the best way to meet students with learning disorders, more specifically, attention deficit disorder.