Curricular adaptations to contribute to the permanence and inclusion of students with oppositional defiant disorder in elementary school

Abstract

Curricular adaptations are pedagogical strategies that aim to meet the individual needs of students, ensuring their inclusion and promoting their effective participation in the school environment. In the case of students with Oppositional Defiant Disorder (ODD) in elementary school, some adaptations are important to contribute to their permanence and inclusion. In this sense, the aim of this study is to improve the understanding of ODD and its educational implications, aiming to provide practical guidance for educators and professionals in the field. The justification for choosing this theme lies in the need to discuss and explore strategies and practices that can ensure the inclusion and academic and social success of students with Oppositional Defiant Disorder, contributing to the construction of a more inclusive education and a fairer and more egalitarian society. The research is qualitative in nature, with a bibliographic reference search of scientific articles found in the Scielo and Google Scholar databases between 2013 and 2023. In the course of this work, it is possible to analyze and understand the complexity of Oppositional Defiant Disorder (ODD) in the context of elementary school. According to the data found, it was possible to conclude that this behavioral disorder presents significant challenges both for the students who experience it and for the educators who deal with its manifestations in the classroom. In view of this, it is necessary that curricular adaptations are well planned so that students can enjoy their rights adequately.

DOI: 10.56238/sevenVmulti2024-004