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Desafios na Transição Escolar do 1.º para o 2.º Ciclo do Ensino Básico de Alunos com Perturbação de Hiperatividade/Défice de Atenção: Perspetivas Familiares e Profissionais
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A transição do 1.º para o 2.º Ciclo do Ensino Básico constitui um período crítico no percurso escolar das crianças, especialmente desafiante para alunos com Perturbação de Hiperatividade/Défice de Atenção (PHDA), devido às crescentes exigências de autonomia, organização, atenção e regulação emocional. Este estudo tem como objetivo geral compreender como uma aluna com PHDA vivenciou esta transição, analisando as perceções da própria criança, da família e dos profissionais de educação que a acompanharam. Recorreu-se a uma metodologia qualitativa, através de um Estudo de Caso de Sujeito Único, que integrou entrevistas semiestruturadas. Os resultados evidenciam que o aumento da complexidade curricular, a mudança para um ambiente escolar maior e a exposição a novos grupos sociais representam desafios significativos, especialmente ao nível da atenção, organização e adaptação emocional. Verificou-se também que a ausência de medidas formais de apoio e a limitada articulação entre ciclos podem dificultar o processo de adaptação. Contudo, fatores como o apoio familiar consistente, a sensibilidade pedagógica das docentes e uma integração social positiva revelaram-se elementos protetores. O estudo reforça a importância de práticas de transição planeadas, da formação específica dos professores sobre PHDA e de uma colaboração mais estreita entre escola e família. Contribui, assim, para a reflexão sobre estratégias promotoras de uma transição mais inclusiva e bemsucedida para alunos com PHDA.
The transition from the 1st to the 2nd cycle of Basic Education is a critical stage in a child’s school trajectory and can be particularly challenging for students with AttentionDeficit/Hyperactivity Disorder (ADHD). The increased demands for autonomy, organization, sustained attention and emotional regulation make this phase especially sensitive for these learners. This study aims to understand how a student with ADHD experiences this transition, by analysing the perspectives of the child, her family and the educational professionals involved. A qualitative methodology was used, based on a Single-Subject Case Study that included semi-structured interviews. Findings indicate that the growing curricular complexity, the transition to a larger and less familiar school environment and exposure to new social groups pose significant challenges, particularly in terms of attention, organization and emotional adjustment. Limited inter-cycle coordination and the absence of formal support measures may also hinder the student’s adaptation. Nevertheless, protective factors such as strong family involvement, pedagogical sensitivity from teachers and positive social integration were identified. This study highlights the need for structured transition practices, specific teacher training on ADHD and stronger partnerships between school and family. It contributes to a deeper understanding of how to design supportive and inclusive transition strategies that promote academic, social and emotional success for students with ADHD.
The transition from the 1st to the 2nd cycle of Basic Education is a critical stage in a child’s school trajectory and can be particularly challenging for students with AttentionDeficit/Hyperactivity Disorder (ADHD). The increased demands for autonomy, organization, sustained attention and emotional regulation make this phase especially sensitive for these learners. This study aims to understand how a student with ADHD experiences this transition, by analysing the perspectives of the child, her family and the educational professionals involved. A qualitative methodology was used, based on a Single-Subject Case Study that included semi-structured interviews. Findings indicate that the growing curricular complexity, the transition to a larger and less familiar school environment and exposure to new social groups pose significant challenges, particularly in terms of attention, organization and emotional adjustment. Limited inter-cycle coordination and the absence of formal support measures may also hinder the student’s adaptation. Nevertheless, protective factors such as strong family involvement, pedagogical sensitivity from teachers and positive social integration were identified. This study highlights the need for structured transition practices, specific teacher training on ADHD and stronger partnerships between school and family. It contributes to a deeper understanding of how to design supportive and inclusive transition strategies that promote academic, social and emotional success for students with ADHD.
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PHDA transição escolar inclusão necessidades específicas estudo de caso ADHD school transition inclusion educational needs case study
Contexto Educativo
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Licença CC
Sem licença CC