Intervención psicoeducativa en el aula con TDAH

Abstract

We will try to keep a balance between what should be done, what is usually done, and what can be done. If we consider ADHD students as having specific support needs, we can determine possible educational needs and take extraordinary measures if necessary. These needs will be attended to by taking three different steps: a) detection of difficulties; b) expression of such a difficulty in terms of educational needs c) design of the educational response in terms of these needs. This problem has been addressed from the different points of view about intervention (medical, psychoeducational or psychopedagogical, and "combined", "interactionist" or eclectic). It should receive attention both within and outside the classroom (multidisciplinary approach) with interventions from the following perspectives: medical, psychological and psychopedagogical. Thus, this problem will benefit from the use of cognitive behavioral approaches. The style of teaching and learning should always be taken into account. Training is particularly important for teachers and parents, as well as direct intervention with the students. From the point of view of intervention, we must address the following areas: behavioral, of learning, emotional and social.