Inclusão de crianças com Transtorno Opositor Desafiador (TOD) na educação básica

Abstract

This work aims to analyze the way in which the teaching-learning process interferes and facilitates the inclusion and development of students with Oppositional Defiant Disorder (ODD). Likewise, it tries to understand about the disorder and its specificities, examine how the teaching-learning process and inclusion can occur in the classroom with students with ODD. This is a qualitative research of the bibliographic type based on studies, research and theoretical sources on the subject. It is assumed that the theme and its research in the area of education are fundamental for it to evolve to the point of having something concrete. Among the main references discussed in this work, there are Pereira and Saraiva (2017), Mendes (2006), Teixeira (2014), Lima (2002), Mantoan (2003), among others mentioned. Therefore, the present work will bring a reflection regarding the importance and the need for studies regarding TOD and the formation of more qualified teachers, as well as schools that fully include it.