ADHD AND THE FOUR PILLARS OF LEARNING

DEHAENE’S THEORY IN FOCUS

Abstract

The teaching-learning process of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) is intrinsically related to the understanding, by educators, of the distinctive characteristics of these students, as well as to the implementation of appropriate pedagogical strategies that promote their effective learning. The literature review revealed that students with ADHD present alterations in executive functions, especially those related to mental flexibility, inhibitory control, planning and working memory. These cognitive deficits substantially compromise their academic performance and knowledge acquisition. The objective of this article is to present the Four Pillars of Learning, proposed by Stanislas Dehaene, whose principles based on the discoveries of Neuroscience can significantly contribute to building more meaningful and effective learning for students with ADHD. The results indicate that the application of these principles offers an innovative and scientifically based approach that aims to improve the learning process, considering the specific needs of this group of students.