Between diagnosis and inclusion: navigating the stresses of adhd in the classroom Entre el diagnóstico y la inclusión: navegando las tensiones del tdah en el aula

Abstract

The research is inscribed under the qualitative approach with a hermeneutical phenomenological design, to understand the experience that three children from an educational institution in Medellín have in the face of the diagnosis of ADHD, with whom semi-structured interviews were carried out through the story: Topito Terremoto, by the author Anna Llenas. It is found that the sources of knowledge about ADHD determine the way in which participants experience the disorder, the perception of oneself in a positive way is not limited by their diagnosis, although in their relationships they want to be treated the same as their peers, naturalizing the symptoms of the disorder, since children with ADHD have methods to control and adapt so as not to be excluded. It is intended to generate knowledge of the disorder from the voice of the child diagnosed with ADHD, to sensitize both health professionals who intervene in the diagnosis and clinical treatment, parents to improve parenting guidelines and education professionals to achieve an inclusive education, since it is a diagnosis that generates controversy at a social level due to its overdiagnosis. little understanding of the disorder and it is not considered a mental disability, losing the focus of attention of different areas that converge with this population.