Inclusive teaching strategies for teaching a child with ADHD: an analysis of teaching practice at the Virgen de las Mercedes school in the Pedro Carbo canton

Abstract

This article analyzed the inclusive teaching strategies applied in the education of a child with Attention Deficit Hyperactivity Disorder (ADHD) in fourth grade at the "Virgen de las Mercedes" School in Pedro Carbo Canton, Ecuador. The objective was to identify the pedagogical interventions used, assessing their effectiveness in improving the student's concentration and motivation. A qualitative methodology was used, based on observations and interviews with teachers, and the results were contrasted with the perceptions of other students. The findings showed that the most effective strategies were the adaptation of curricular activities, the use of visual and auditory resources, and the creation of a structured environment. Despite their effectiveness, barriers such as lack of planning time and resource shortages were identified. In conclusion, the importance of continuous teacher training and institutional support was emphasized to ensure an inclusive education that supports the learning of students with ADHD.