Planeación didáctica para la integración social y el desarrollo creativo de niños con TDAH a través del arte pictórico popular

Abstract

Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood. The symptoms that children present directly affect their social relationships and also have an impact on their academic performance. In addition to these aspects, behavioral and cognitive factors must also be taken into account (Garrido-Landívar, 2017). Treatment generally combines medication and talk therapy; however, it is essential to recognize that the environment where children learn and interact, such as the classroom, is a key space for promoting the development of their cognitive and social experiences. This paper proposes the instructional methodology class modality as another tool to guide teachers in the area of Cultural and Artistic Education to impart knowledge to children with ADHD together with the rest of their classmates in an organic way. This exercise uses works of popular pictorial art from Ecuador as a reference for structuring, interpreting, and analyzing actions, with an approach that not only serves to deepen understanding of the works but also seeks to comprehensively stimulate and activate students' creativity. Considering the proposal by Moya, Urías, and Pino (2024), in terms of research, didactic planning undergoes an experimental process based on the use of an adapted form of Lesson Study and, in turn, employs the principles of the Montessori Methodology.