Abstract
The text presents various aspects of the contemporary discussion of attention deficit hyperactivity disorder. Explanatory hypotheses other than cognitive-behavioral and neurobiological models have been proposed, which allow the symptom to be thought through its place in the mental structure and functioning of the child. The monitoring criteria that have been proposed can guide inclusive education teams when preparing assessments and individual work plans. They can serve for a more complete professional dialogue between the pedagogical specialists in the team, as well as for building an effective therapeutic alliance with the parents
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