Technology as a support in teaching students with ADHD: a view from educators

Abstract

This study investigates the importante role of technology as a support in teaching students with Attention Deficit Hyperactivity Disorder (ADHD), with particular emphasis on the perspectives and experiences of educators in this context. The main objective was to evaluate the effectiveness of educational technology in supporting these students, exploring how educators perceive and use technological tools to facilitate the learning process. To achieve this objective, a comprehensive literature review was carried out, which included critical analysis of case studies, empirical research and relevant educational theories. Study results indicated that although technology holds significant potential for improving learning and engagement for students with ADHD, its effective implementation faces several challenges. Among them, the resistance of some educators to the adoption of new technologies and the pressing need for adequate training and professional development to maximize the benefits of technological tools stand out. The analysis also highlighted the importance of a practical approach aligned with educational theory, emphasizing the need to personalize technology to meet the individual needs of each student with ADHD. In conclusion, this study highlights the importance of an integrated and personalized strategy in the use of educational technologies, highlighting the vital role of the continuous professional development of educators and the adaptation of technological tools to meet the specific characteristics of students with ADHD. This research contributes to a deeper understanding of the interaction between technology, education and ADHD, offering valuable insights for educators, policymakers and researchers in the area of inclusive and technology education.