Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio
Schools with an inclusive orientation can be considered as an effective way of preventing discriminatory attitudes. They provide plural educational environments that value diversity, individual interests, and skills. Over the last decades, there has been a growing interest by researchers and educato...
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| Format: | Tese |
| Language: | Portuguese |
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Universidade de Brasília
2025
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| Online Access: | https://hdl.handle.net/20.500.14135/1631 |
| _version_ | 1842069050641874944 |
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| author | Souto, Waleska Karinne Soares Coutinho |
| author2 | Fleith, Denise de Souza |
| author_facet | Fleith, Denise de Souza Souto, Waleska Karinne Soares Coutinho |
| author_sort | Souto, Waleska Karinne Soares Coutinho |
| collection | DSpace |
| description | Schools with an inclusive orientation can be considered as an effective way of preventing
discriminatory attitudes. They provide plural educational environments that value diversity,
individual interests, and skills. Over the last decades, there has been a growing interest by
researchers and educators regarding gifted students who present behavioral, emotional,
learning difficulties and high ability—simultaneously. The overlap of these apparently
antagonistic characteristics is named twice exceptionality. The purpose of this study is to
analyze educational practices used in the inclusion process of three groups of students— gifted
students, ADHD students, and gifted students with ADHD—of elementary and secondary
school, according to school principals, teachers, family members and the students themselves.
This is an investigation with a qualitative approach of multiple case study. Six students enrolled
in inclusive common classes of the public education network of the Federal District (aged
between 12 and 17 years), who attend specialized educational services for gifted students or
students with specific functional disorders, participated in the research: two gifted female
students, two ADHD male students, and two twice-exceptional students, being one female
ADHD gifted student and one male gifted ADHD student. School principals, teachers and
family members, totaling 20 participants, contributed to the elucidation of cases. Research
information was built through semi-structured interviews with all participants, as well as
interviews mediated by the production of free drawings with students. In addition, a
documentary analysis of the school trajectory and development of students was carried out with
the purpose of characterizing them. Qualitative content analysis was used to analyze the data.
The results indicate that the adoption of inclusive educational practices (promoted in favor of
the three groups of students) is a complex process that depends on multiple factors for its
implementation: (a) public policies, (b) offer of specialized educational service, (c) academic
xiii
and socio-emotional support for both gifted students with ADHD and ADHD students, (d)
adoption of formative assessment and compensatory practices for both gifted students with
ADHD and ADHD students, (e) teacher training, and (f) involvement of the entire school
community and family. In addition, it was found that specialized educational services favor the
development of the high potential of gifted students and gifted students with ADHD, as well
as offering support to their socio-emotional needs. It was also observed that ADHD students
have more intense and persistent limitations than gifted students with ADHD with respect to
academic performance, executive functions and socio-emotional issues. This study intends to
contribute to the engagement of researchers, teachers, support professionals and family
members regarding the development of inclusive educational practices aimed at assisting
students with such characteristics. Furthermore, we hope that this research offers subsidies for
the implementation of specialized educational assistance services to these students, as well as
guide the implementation of public policies aimed at the inclusion of these students in common
classes, particularly the ones who are gifted with ADHD. |
| format | Tese |
| id | ir-20.500.14135-1631 |
| institution | RIEP - Repositório digital do INEP |
| language | por |
| publishDate | 2025 |
| publisher | Universidade de Brasília |
| record_format | dspace |
| spelling | ir-20.500.14135-16312025-01-23T12:30:21Z Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio Souto, Waleska Karinne Soares Coutinho Fleith, Denise de Souza Práticas educacionais Dupla excepcionalidade Superdotação TDAH Schools with an inclusive orientation can be considered as an effective way of preventing discriminatory attitudes. They provide plural educational environments that value diversity, individual interests, and skills. Over the last decades, there has been a growing interest by researchers and educators regarding gifted students who present behavioral, emotional, learning difficulties and high ability—simultaneously. The overlap of these apparently antagonistic characteristics is named twice exceptionality. The purpose of this study is to analyze educational practices used in the inclusion process of three groups of students— gifted students, ADHD students, and gifted students with ADHD—of elementary and secondary school, according to school principals, teachers, family members and the students themselves. This is an investigation with a qualitative approach of multiple case study. Six students enrolled in inclusive common classes of the public education network of the Federal District (aged between 12 and 17 years), who attend specialized educational services for gifted students or students with specific functional disorders, participated in the research: two gifted female students, two ADHD male students, and two twice-exceptional students, being one female ADHD gifted student and one male gifted ADHD student. School principals, teachers and family members, totaling 20 participants, contributed to the elucidation of cases. Research information was built through semi-structured interviews with all participants, as well as interviews mediated by the production of free drawings with students. In addition, a documentary analysis of the school trajectory and development of students was carried out with the purpose of characterizing them. Qualitative content analysis was used to analyze the data. The results indicate that the adoption of inclusive educational practices (promoted in favor of the three groups of students) is a complex process that depends on multiple factors for its implementation: (a) public policies, (b) offer of specialized educational service, (c) academic xiii and socio-emotional support for both gifted students with ADHD and ADHD students, (d) adoption of formative assessment and compensatory practices for both gifted students with ADHD and ADHD students, (e) teacher training, and (f) involvement of the entire school community and family. In addition, it was found that specialized educational services favor the development of the high potential of gifted students and gifted students with ADHD, as well as offering support to their socio-emotional needs. It was also observed that ADHD students have more intense and persistent limitations than gifted students with ADHD with respect to academic performance, executive functions and socio-emotional issues. This study intends to contribute to the engagement of researchers, teachers, support professionals and family members regarding the development of inclusive educational practices aimed at assisting students with such characteristics. Furthermore, we hope that this research offers subsidies for the implementation of specialized educational assistance services to these students, as well as guide the implementation of public policies aimed at the inclusion of these students in common classes, particularly the ones who are gifted with ADHD. Escolas com orientação inclusiva podem ser consideradas um meio eficaz de combate às atitudes discriminatórias. Elas possibilitam a criação de ambientes educativos plurais que valorizam a diversidade, os interesses e as habilidades individuais. Nas últimas décadas, temse observado um interesse crescente por parte de pesquisadores e educadores por estudantes superdotados que apresentam, simultaneamente às habilidades superiores, dificuldades comportamentais, emocionais e de aprendizagem. A sobreposição dessas características aparentemente antagônicas é denominada dupla excepcionalidade. O objetivo deste estudo é analisar práticas educacionais utilizadas no processo de inclusão de três grupos—estudantes superdotados(as), estudantes com TDAH e estudantes superdotados(as) com TDAH—, do Ensino Fundamental e Ensino Médio, segundo gestores(as) escolares, professores(as), familiares e os(as) próprios(as) estudantes. Trata-se de uma investigação com abordagem qualitativa de estudo de caso múltiplo. Participaram da pesquisa seis estudantes matriculados(as) em classes comuns inclusivas da rede pública de ensino do Distrito Federal, com idade entre 12 e 17 anos, e que frequentavam a sala de recursos para atendimento educacional especializado aos estudantes com altas habilidades/superdotação ou a sala de apoio à aprendizagem para atendimento aos estudantes com transtornos funcionais específicos, sendo duas superdotadas, dois com TDAH, um superdotado com TDAH e uma superdotada com TDAH. Contribuíram para a elucidação dos casos: gestoras escolares, professores(as) e familiares, totalizando 20 participantes. As informações de pesquisa foram construídas a partir de entrevistas semiestruturadas com todos(as) os(as) participantes, bem como por entrevistas mediadas pela produção de desenho livre com os(as) estudantes. Além disso, foi promovida uma análise documental da trajetória escolar e de desenvolvimento dos(as) estudantes com a intenção de caracterizá-los(las). O método de análise de informações empregado foi a análise xi de conteúdo qualitativa. Os resultados indicam que a adoção de práticas educacionais inclusivas (promovidas em prol dos três grupos de estudantes) é um processo de natureza complexa que depende de uma multiplicidade de fatores para a sua concretização: (a) implementação de políticas públicas, (b) oferta de atendimento educacional especializado, (c) suporte acadêmico e socioemocional ao(à) estudante superdotado(a) com TDAH e estudante com TDAH, (d) adoção da avaliação formativa e de práticas compensatórias para o(a) estudante superdotado(a) com TDAH e estudante com TDAH, (e) formação continuada de professores, e (f) envolvimento de toda a comunidade escolar e da família. Ademais, verificouse que a sala de recursos de altas habilidades/superdotação favorece o desenvolvimento do potencial superior dos dois grupos de superdotados(as) investigado(as), assim como oferece apoio às suas necessidades socioemocionais. Observou-se ainda que o estudante com TDAH apresenta limitações mais intensas e persistentes do que o(a) superdotado(a) com TDAH quanto ao desempenho acadêmico, às funções executivas e às questões socioemocionais. Espera-se que esse estudo desperte o interesse de pesquisadores, professores, profissionais de apoio e familiares quanto ao desenvolvimento de práticas educacionais inclusivas destinadas ao atendimento de estudantes com tais características, ofereça subsídios para a implementação de serviços de atendimento educacional especializado a esses(as) estudantes, bem como colabore com a elaboração de políticas públicas voltadas à sua inclusão na classe comum, particularmente de superdotados(as) com TDAH. 2025-01-23T12:22:07Z 2023 Tese https://hdl.handle.net/20.500.14135/1631 por Acesso aberto Documento textual application/pdf Universidade de Brasília Brasil |
| spellingShingle | Práticas educacionais Dupla excepcionalidade Superdotação TDAH Souto, Waleska Karinne Soares Coutinho Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio |
| title | Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio |
| title_full | Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio |
| title_fullStr | Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio |
| title_full_unstemmed | Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio |
| title_short | Superdotação e TDAH: práticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e médio |
| title_sort | superdotacao e tdah praticas educacionais inclusivas de atendimento a estudantes do ensino fundamental e medio |
| topic | Práticas educacionais Dupla excepcionalidade Superdotação TDAH |
| url | https://hdl.handle.net/20.500.14135/1631 |
| work_keys_str_mv | AT soutowaleskakarinnesoarescoutinho superdotacaoetdahpraticaseducacionaisinclusivasdeatendimentoaestudantesdoensinofundamentalemedio |