Desarrollo de una estrategia didáctica partiendo de técnicas teatrales para la inclusión educativa de un adolescente con TDAH en la U.E.F. Calasanz

Abstract

This work aims to develop a teaching strategy for the inclusion of boys, girls and teens with Attention Deficit Hyperactivity Disorder (ADHD), focused on providing innovative teaching tools to teachers to promote educational inclusion through theatrical techniques. These new proposed and developed techniques reevaluate art as an instrument to strengthen educational inclusion in the classroom. Since 2016, the performing arts has been established in the Education curriculum Cultural and Artistic of the Ministry of Education as one of the learning objectives. Within the creative theatrical exploration, the student experiences key elements for their comprehensive and meaningful learning, such as: collaboration, empathy, camaraderie, thus creating a sense of acceptance and inclusion among each of their colleagues. This work reflects these results