The AEE advisory practice
changes in the learning process in students with ADHD
DOI:
https://doi.org/10.36311/2358-8845.2020.v7n2.p33Keywords:
Special educational service, Assistance, Attention-deficit/Hyperactivity disorderAbstract
This article, derived from the research: “Investigation of pedagogical intervention of specialized Educational Service (AEE)”, has the objective to reflect on the importance of the work carried out in the visits of staffs to the AEE assistance, with the purpose of building a set of actions that are structured in knowledge despite the specificities of the students, methodologies, teaching practices and the collectivity of work among teachers, students and the teacher of AEE. It shows that the evolution of individuals with attention-deficit /hyperactivity disorder (ADHD) can occur by means of adjustments, managements and basic information on the practice of classroom, which is structured in large advances in their performance and in the praxis of the teacher. An AEE teacher’s specialized look followed by the capacity of classroom teachers to provide an education really committed to knowledge, can subsidize a higher quality and a truly democratic learning.
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Qualis Capes (2017-2020)
Educação: B1