Transtorno opositor desafiador e a educação inclusiva: desafios e práticas inclusivas ao aluno com TOD na escola regular.

Abstract

The objective of this study is to analyze Oppositional Defiant Disorder (ODD) in the context of inclusive education, seeking to understand the challenges teachers face when dealing with students with ODD in mainstream classrooms, as well as to explore inclusion strategies that benefit both these students and their peers. ODD is characterized by challenging behaviors, such as resistance to authority figures, which often impact school dynamics. Thus, a bibliographic and qualitative study was conducted, examining materials published between 2011 and 2023. Studies by authors such as Teixeira, Mantoan, and others that address the effects of ODD and the importance of a multidisciplinary inclusive strategy involving schools, families, and specialists were identified. The analysis of the results entailed a review of various studies offering insights into behavioral management and inclusive practices for students with ODD. The authors analyzed emphasize the importance of an integrated approach, encompassing emotional support for both students and teachers. However, practical challenges in implementing these strategies in resource-scarce schools are a recurring issue highlighted in several studies. Stronger public policies and educational materials focused on inclusion were suggested to improve the educational response to the needs of students with ODD. In its conclusions, the research asserts that genuine inclusion requires abandoning conventional practices that classify or isolate students with specific needs. Inclusive practices grounded in empathy and adaptability are essential not only for the academic progress of students with ODD but also for fostering a culture of acceptance and respect among all students. The study emphasizes that effective inclusion demands interdisciplinary actions involving families, schools, and healthcare professionals, alongside constant support from inclusive education policies. Therefore, the study reinforces that the challenge of including students with ODD transcends the school environment, requiring integrated support and public policies that ensure access to high-quality, prejudice-free education. It is crucial to invest in teacher training and inclusive educational materials to create a welcoming environment where students with ODD can thrive, thus fostering a more equitable and inclusive society for all.