THE SCHOOL INCLUSION OF STUDENTS WITH ADHD:
A PHILOSOPHICAL AND PEDAGOGICAL PERSPECTIVE
DOI:
https://doi.org/10.7443/problemata.v17i2.80700Keywords:
ADHD, inclusive education, philosophy of education, atypias, human development, wanderingAbstract
This article proposes a philosophical and pedagogical reflection on the school inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD). Starting from a perspective that articulates philosophy of difference, sociocultural theory, and inclusive education, we argue that atypical human developments are not problems to be normalized, but singularities that call us to fundamentally rethink our educational practices. The text articulates Vygotsky's contributions on pedagogical mediation, philosophical reflections on wandering as a human condition, and critical analyses of the methodological inadequacy of traditional school structures. We conclude that the realization of truly inclusive education requires transformation in school structures, continued teacher education, and recognition that we are all beings traversed by singularities that demand acceptance and differentiated pedagogical mediation.
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References
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Copyright (c) 2026 Valter Ferreira Rodrigues, CLAUDENICE LOURENÇO GOMES DOS SANTOS
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