ESTRATEGIAS DE INCLUSIÓN EDUCATIVA PARA ESTUDIANTES CON TDAH EN LA UNIVERSIDAD DEL VALLE DE MÉXICO / EDUCATIONAL INCLUSION STRATEGIES FOR STUDENTS WITH ADHD AT THE UNIVERSIDAD DEL VALLE DE MÉXICO
Abstract
En la presente investigación se abordan las acciones de inclusión educativa implementadas por la Universidad del Valle de México (UVM) para favorecer el aprendizaje de estudiantes con Trastorno por Déficit de Atención e Hiperactividad (TDAH), basándose en las experiencias de los docentes que han trabajado directamente con ellos. Mediante una metodologia cualitativa, se indagó sobre los saberes, percepciones y estrategias pedagógicas empleadas por el profesorado ante las necesidades de esta población. Los hallazgos reflejan que los docentes identifican dificultades recurrentes en cuanto a la atención sostenida, la planificación de actividades y el manejo emocional. En respuesta, emplean recursos como la división de tareas, el uso de apoyos visuales y herramientas tecnológicas, tales como Blackboard y Teams. Igualmente, reconocen el respaldo psicoeducativo brindado por el Centro de Educación y Desarrollo Humano como fundamental en el proceso académico y emocional del estudiante. No obstante, también manifiestan una carencia de formación específica en inclusión educativa. El estudio resalta que promover una educación inclusiva para alumnos con TDAH demanda un abordaje institucional amplio que contemple capacitación docente, adecuaciones metodológicas y acciones de concientización. Dichas medidas resultan esenciales para asegurar la equidad, la permanencia y el desarrollo académico de estudiantes neurodivergentes en el nivel superior.
This research addresses the educational inclusion actions implemented by the Universidad del Valle de México (UVM) to favor the learning of students with Attention Deficit Hyperactivity Disorder (ADHD), based on the experiences of teachers who have worked directly with them. Using a qualitative methodology, we inquired about the knowledge, perceptions and pedagogical strategies used by teachers to address the needs of this population. The findings reflect that teachers identify recurring difficulties in terms of sustained attention, activity planning and emotional management. In response, they employ resources such as task division, the use of visual supports and technological tools, such as Blackboard and Teams. Likewise, they recognize the psychoeducational support provided by the Center for Education and Human Development as fundamental in the student's academic and emotional process. However, they also express a lack of specific training in educational inclusion. The study highlights that promoting inclusive education for students with ADHD requires a broad institutional approach that includes teacher training, methodological adaptations and awareness-raising actions. These measures are essential to ensure equity, permanence and academic development of neurodivergent students in higher education.
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DOI: http://dx.doi.org/10.46827/ejse.v11i3.5990
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