Alunos com TDAH no Ensino Superior: Uma Revisão Sistemática
Resumo
O TDAH é uma condição neurobiológica que afeta a capacidade de concentração, organização e controle de impulsos, apresentando-se como um obstáculo significativo para o sucesso acadêmico. Nesse estudo foi realizada uma revisão sistemática segundo as diretrizes PRISMA, visando entender os obstáculos enfrentados por esses discentes e como isso afeta seu aprendizado e evolução acadêmica, com foco em estudantes de graduação de cursos de computação, seja em educação a distância ou em sala de aula.
Palavras-chave:
tdah, educação, universidade, educação para adultos, computação
Referências
Armstrong, T. (2010). Neurodiversity: Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences. Hachette Books.
Assiter, K. (2008). Attention and learning in the connected classroom. J. Comput. Sci. Coll., 24(1):219–226.
Assiter, K. (2018). Experiences teaching a social and ethical aspects of computer science course to students with learning differences. J. Comput. Sci. Coll., 34(2):46–55.
Bonnette, R., Abramovich, S., Decker, A., and Fabiano, G. A. (2022). Building ecosystems of belonging for neurodiverse students: A discussion of instructor practices and training needs. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, SIGCSE 2022, page 1192, New York, NY, USA. Association for Computing Machinery.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1):37–46.
Cunff, A.-L. L., Giampietro, V., and Dommett, E. (2024). Neurodiversity and cognitive load in online learning: A focus group study. PLoS One, 19(4).
Friedman, Z. L. and Nash-Luckenbach, D. (2024). Has the time come for heutagogy? supporting neurodivergent learners in higher education. Higher Education, 87:1905–1920.
Goldstein, S., Naglieri, J. A., Princiotta, D., and Otero, T. M. (2014). Introduction: A History of Executive Functioning as a Theoretical and Clinical Construct, pages 3–12. Springer New York, New York, NY.
Kumar, K. and Pande, D. B. (2021). Rise of Online Teaching and Learning Processes During COVID-19 Pandemic, pages 251–271. Springer, Singapore.
Le Cunff, A.-L., Dommett, E., and Giampietro, V. (2022). Supporting Neurodiversity in Online Education: A Systematic Review, chapter 14. Advancements in Learning and Instruction. Nova Science Publisher.
Loe, I. M. and Feldman, H. M. (2007). Academic and educational outcomes of children with adhd. Journal of Pediatric Psychology, 32(6):643–654.
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P.,
and Stewart, L. A. (2015). Preferred reporting items for systematic review and metaanalysis protocols (prisma-p) 2015 statement. Systematic Reviews, 4(1):1. Published online 2015 Jan 1.
O’Connell, A., Banga, A., Ayissi, J., Yaminrafie, N., Ko, E., Le, A., Cislowski, B., and Mataric, M. (2024). Design and evaluation of a socially assistive robot schoolwork companion for college students with adhd. In Proceedings of the 2024 ACM/IEEE International Conference on Human-Robot Interaction, HRI ’24, pages 533–541, New York, NY, USA. Association for Computing Machinery.
Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., and Rohde, L. A. (2007). The worldwide prevalence of adhd: a systematic review and metaregression. American Journal of Psychiatry, 164(6):942–948.
Pollak, D. (2009). Neurodiversity in higher education: Positive responses to specific learning differences. John Wiley & Sons.
Roever, L. (2017). Compreendendo os estudos de revisão sistemática / understanding systematic review studies. Revista da Sociedade Brasileira de Clínica Médica, 15(2):127–130. Artigo em Português — LILACS — ID: biblio-875614, Biblioteca responsável: BR1610.9.
Sedgwick, J. A. (2018). University students with attention deficit hyperactivity disorder (adhd): A literature review. Irish Journal of Psychological Medicine, 35(3):221–235.
Singer, J. (1997). Odd People In: The Birth of Community amongst people on the Autistic Spectrum: A personal exploration of a New Social Movement based on Neurological Diversity. PhD thesis, University of Technology Sydney.
Singer, J. (1998). Disability Discourse. Open University Press.
Willcutt, E. G. (2012). The prevalence of dsm-iv attention-deficit/hyperactivity disorder: a meta-analytic review. Neurotherapeutics, 9(3):490–499.
Zuckerman, O., Hoffman, G., Kopelman-Rubin, D., Klomek, A. B., Shitrit, N., Amsalem, Y., and Shlomi, Y. (2016). Kip3: Robotic companion as an external cue to students with adhd. In Proceedings of the TEI ’16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI ’16, pages 621–626, New York, NY, USA. Association for Computing Machinery.
Assiter, K. (2008). Attention and learning in the connected classroom. J. Comput. Sci. Coll., 24(1):219–226.
Assiter, K. (2018). Experiences teaching a social and ethical aspects of computer science course to students with learning differences. J. Comput. Sci. Coll., 34(2):46–55.
Bonnette, R., Abramovich, S., Decker, A., and Fabiano, G. A. (2022). Building ecosystems of belonging for neurodiverse students: A discussion of instructor practices and training needs. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2, SIGCSE 2022, page 1192, New York, NY, USA. Association for Computing Machinery.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1):37–46.
Cunff, A.-L. L., Giampietro, V., and Dommett, E. (2024). Neurodiversity and cognitive load in online learning: A focus group study. PLoS One, 19(4).
Friedman, Z. L. and Nash-Luckenbach, D. (2024). Has the time come for heutagogy? supporting neurodivergent learners in higher education. Higher Education, 87:1905–1920.
Goldstein, S., Naglieri, J. A., Princiotta, D., and Otero, T. M. (2014). Introduction: A History of Executive Functioning as a Theoretical and Clinical Construct, pages 3–12. Springer New York, New York, NY.
Kumar, K. and Pande, D. B. (2021). Rise of Online Teaching and Learning Processes During COVID-19 Pandemic, pages 251–271. Springer, Singapore.
Le Cunff, A.-L., Dommett, E., and Giampietro, V. (2022). Supporting Neurodiversity in Online Education: A Systematic Review, chapter 14. Advancements in Learning and Instruction. Nova Science Publisher.
Loe, I. M. and Feldman, H. M. (2007). Academic and educational outcomes of children with adhd. Journal of Pediatric Psychology, 32(6):643–654.
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P.,
and Stewart, L. A. (2015). Preferred reporting items for systematic review and metaanalysis protocols (prisma-p) 2015 statement. Systematic Reviews, 4(1):1. Published online 2015 Jan 1.
O’Connell, A., Banga, A., Ayissi, J., Yaminrafie, N., Ko, E., Le, A., Cislowski, B., and Mataric, M. (2024). Design and evaluation of a socially assistive robot schoolwork companion for college students with adhd. In Proceedings of the 2024 ACM/IEEE International Conference on Human-Robot Interaction, HRI ’24, pages 533–541, New York, NY, USA. Association for Computing Machinery.
Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., and Rohde, L. A. (2007). The worldwide prevalence of adhd: a systematic review and metaregression. American Journal of Psychiatry, 164(6):942–948.
Pollak, D. (2009). Neurodiversity in higher education: Positive responses to specific learning differences. John Wiley & Sons.
Roever, L. (2017). Compreendendo os estudos de revisão sistemática / understanding systematic review studies. Revista da Sociedade Brasileira de Clínica Médica, 15(2):127–130. Artigo em Português — LILACS — ID: biblio-875614, Biblioteca responsável: BR1610.9.
Sedgwick, J. A. (2018). University students with attention deficit hyperactivity disorder (adhd): A literature review. Irish Journal of Psychological Medicine, 35(3):221–235.
Singer, J. (1997). Odd People In: The Birth of Community amongst people on the Autistic Spectrum: A personal exploration of a New Social Movement based on Neurological Diversity. PhD thesis, University of Technology Sydney.
Singer, J. (1998). Disability Discourse. Open University Press.
Willcutt, E. G. (2012). The prevalence of dsm-iv attention-deficit/hyperactivity disorder: a meta-analytic review. Neurotherapeutics, 9(3):490–499.
Zuckerman, O., Hoffman, G., Kopelman-Rubin, D., Klomek, A. B., Shitrit, N., Amsalem, Y., and Shlomi, Y. (2016). Kip3: Robotic companion as an external cue to students with adhd. In Proceedings of the TEI ’16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, TEI ’16, pages 621–626, New York, NY, USA. Association for Computing Machinery.
Publicado
04/11/2024
Como Citar
S. JUNIOR, Wagner F.; OLIVEIRA, Daiana Mara de; BORGES, Marcos A. F..
Alunos com TDAH no Ensino Superior: Uma Revisão Sistemática. In: WORKSHOP EM ESTRATÉGIAS TRANSFORMADORAS E INOVAÇÃO NA EDUCAÇÃO (WETIE), 2. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 30-39.
DOI: https://doi.org/10.5753/wetie.2024.245515.
