Didactic Strategy for the Inclusion of Students with Attention Deficit Hyperactivity Disorder (ADHD) in the Physical Education Subject

Abstract

The research consists of a study that addresses the inclusion of students with
Attention Deficit Hyperactivity Disorder (ADHD) in Physical Education classes for fourth grade of elementary school at the Fiscomisional Educational Unit Oswaldo Álvarez Barba – Fe y Alegría. Using a mixed-methods approach and an explanatory sequential design, a quantitative phase (systematic observations and application of Conners scales: CTRS, CSRS, and CPRS) and a qualitative phase (in-depth interviews, document review, and triangulation) were integrated.
Dimensions of inclusion were defined (access and adaptations, pedagogical management, participation, behavior, social climate, and sense of belonging) with checklist metrics, Likert scales, and compliance indices. The results revealed an absence of curricular adaptations, limited use of differentiated strategies, deficient completion of activities, and limited social interaction. In Conners-CTRS, inattention, motor restlessness, impulsivity, and conflicts with peers stood out; somatic complaints were minimal. Triangulation confirmed consistency of symptoms in the classroom, home, and self-perception, and revealed training and institutional gaps. A Didactic Strategy was designed based on UDL and MTSS, with phases of awareness-raising, psychomotor-behavioral development, cooperative integration, and reflection/self-regulation; it includes brief stations, clear instructions, active breaks, contingent reinforcements, and visual supports.
It is concluded that Physical Education, through structured interventions and scalable adaptations, promotes sustained attention, inhibitory control, self-regulation, and cooperation, transforming the classroom climate toward a culture of coexistence and sustainable inclusion. Implications: need for teacher training and school-family co-responsibility.