Community classroom as a pedagogical strategy for parental support of students with attention deficit associated with TDAH

Abstract

The research project at the Guarumo Educational Institution in Cáceres, Antioquia, focused on designing a pedagogical strategy to involve parents more in the accompaniment of students with ADHD, with the purpose of strengthening inclusion and family support
in the educational context. Starting from a qualitative research methodology, action research was used as a methodological approach, involving parents, teachers and experts to generate detailed knowledge on the topic, the participants were intentionally selected, including parents with children diagnosed with ADHD and teachers of groups with students with this condition; Interviews, focus groups and surveys were conducted to collect data, using the triangulation technique to analyze the results, which highlighted
the potential of the community classroom strategy to strengthen inclusive education, highlighting the importance of parental support and communication between the school and home to improve the academic and socio-emotional performance of children with attention deficits associated with ADHD, emphasizing the need to understand the individual needs of each family and provide specific support to strengthen collaboration between school and home in the support for students with this condition.