Educational strategy for the care of students with hyperactivity in the fifth year of basic general education

Abstract

This study addresses the design of an educational strategy to address students with hyperactivity, knowing that this is a neurological condition that affects attention and behavior in the classroom, interfering with the learning and social integration of students. The research follows a mixed, descriptive and field approach, developing qualitative and quantitative methods to analyze teacher perception, evaluate current strategies and propose a playful didactic intervention. The findings indicate that teachers have general knowledge about hyperactivity due to a lack of specialized training. The need to apply active methodologies, multisensory learning and the use of technology to improve students' concentration and academic performance was identified. In response, a proposal was designed on three fundamental pillars: training in inclusive methodology, methodological adaptations with multisensory and playful approaches, and interdisciplinary accompaniment with the support of specialists. The strategy was validated using observation techniques, interviews, and surveys, demonstrating improvements in student attention and participation. Thus, the application of playful strategies enhances the teaching-learning process in children with hyperactivity, promoting more inclusive and effective education.

Keywords: hyperactivity, educational strategies, playful teaching, inclusive education