Professional upgrading in neuroeducation for ADHD care from the Diagnosis and Orientation Center

Abstract

The attention to students with Attention Deficit Hyperactivity Disorder (ADHD) represents a challenge for pedagogues in the Diagnostic and Orientation Centers (CDO), who need professional development that incorporates the principles of neuroeducation in guidance and follow-up. The objective was to implement a professional development strategy aimed at CDO pedagogues for the neuroeducational treatment of ADHD. A mixed research approach with a qualitative predominance was applied, using theoretical methods (historical-logical, documentary analysis, modeling) and empirical methods (survey, observation, pedagogical test, critical opinion workshops, and pre-experiment). The sample included 15 pedagogues from the province of Camagüey, Cuba. Deficiencies were identified in theoretical-methodological knowledge about neuroeducation and its specific application to ADHD. A professional development strategy was designed and implemented in four stages: diagnosis, sensitization, execution, and evaluation. This strategy integrated theoretical and practical components for the neurobiological understanding of the disorder and the design of well-founded guidance strategies. The strategy proved effective in improving the professional performance of pedagogues, significantly increasing their knowledge and skills in the neuroeducational attention to ADHD during the guidance and follow-up process.