Perception and teacher training on ADHD in Professional and Technological Education: a snippet at the Federal Institute of Tocantins

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder that affects different aspects of daily life, with academic performance being one of the most affected. In this scenario, teacher training is essential so that teachers can identify the disorder and adopt pedagogical practices suited to the educational needs of students with ADHD. However, studies reveal significant gaps in the training of teachers in Basic Education, including Professional and Technological Education (EPT), making it difficult to build inclusive practices. The aim of this study was to ascertain the perception of teachers working on technical courses integrated with high school at the Federal Institute of Tocantins – Pedro Afonso Campus about their level of knowledge about ADHD, as well as their access to initial and continuing education on the subject. This is a qualitative study based on documentary and bibliographic analysis and the use of an online questionnaire. Fifteen teachers took part and the data was analyzed using descriptive statistics and content analysis. The results indicate that the most of teachers do not consider themselves sufficiently informed about the disorder, even those who have worked with students with ADHD. There were significant gaps in training and support for continuing education, with an emphasis on the need for practical approaches. The conclusion is that there is an urgent need to strengthen the theoretical and practical education of teachers, both initial and continuing, in order to guarantee inclusive pedagogical practices that meet the specific needs of students with ADHD in the context of EPT.