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The present study aimed to investigate how teachers are teaching students with Attention Deficit Hyperactivity DisorderADHD in regular elementary school classes in the municipality of Oslo, and in neighboring cities in Norway. Teachers interviewed were chosen with criteria that they have been teaching ADHD students in their classes in the last years. This study concerns to reflect how teacher's practices interfere in the learning process, the cognitive and social development of students with ADHD. As basic theoretical framework for this study, it was used learning theories as cognitive theory and social learning theory. As qualitative phenomenological study seemed to be the most suitable approach to this study, and it was used for investigate the teachers’ lived experiences. And for data collection it was used semi-structured interviews, and thematic analysis was used as main tool to data analyze. This study aim to investigate how teachers experiences teaching 1 Master in Special Needs Education in Universitetet i OsloUIO. Email: nandasteen@gmail.com Fernanda Costa Steen Revista Educação e Ciências Sociais (ISSN: 2595-9980), Salvador, v.2, n.2, 2019. 117 students with ADHD, how teachers experiences their knowledge teaching ADHD students, how teachers meet the learning needs, how they teach ADHD students and as well how teachers facilitate social inclusion for ADHD students. The results of the study have shown that teachers’ ADHD knowledge is based on their teaching experiences with ADHD students over the years. Despite the long experience, there is still a great need for more improvement regarding to the adequacy of teaching strategies to the individual needs of ADHD students. They had a lack of formal education in the field and needed more knowledge and skills This study also showed that despite the difficulties faced by students with ADHD, they can learn satisfactorily, and their levels of learning do not differ from others students in their classrooms. Social interaction can still be considered a challenge for some students with ADHD, but through a collaborative work between ADHD students, peers and teachers, their social development has occurred without major problems. Additionally this study provides suggestions for further research on the topic, and possible ways of implementing the findings. Palavras-chave: Práticas educacionais. Aprendizagem. Transtorno do Déficit de Atenção com Hiperatividade – TDAH.

revista educação e ciências sociais

EDUCATIONAL PRACTICES FOR EDUCATIONAL STUDENT DISORDER (ADHD) STUDENT EDUCATION, REFLECTIONS ON A STUDY IN OSLO FUNDAMENTAL EDUCATION AND NEIGHBOR CITIES IN NORWAY