ADHD: Pedagogical strategies to promote inclusion in Ecuador based on the 2016 curriculum reform

Abstract

Introduction: This research analyzed the pedagogical strategies implemented for students with Attention Deficit Hyperactivity Disorder (ADHD) in Ecuador, following the 2016 curriculum reform. Materials and methods: A systematic review with a quantitative approach, based on the PRISMA method, examined 47 articles published between 2016 and 2025 in Google Scholar and SciELO. Inclusion criteria prioritized South American and Ecuadorian studies, excluding research from Europe, Central America, and South Africa. Results: The results show a limited national scientific output: of the 47 studies analyzed, only three were conducted in Ecuador, and only one proposes specific pedagogical strategies for ADHD. In contrast, countries like Colombia, Chile, Bolivia, Venezuela, and Brazil have more developed research, identifying effective strategies such as visual aids, short instructions, cooperative learning, positive reinforcement, classroom organization by functional zones, the use of music and puppets, and the Universal Design for Learning (UDL) model. Discussion: A significant gap is revealed between Ecuadorian regulations (Organic Law of Intercultural Bilingual Education, Executive Decree No. 675 of 2023) and their actual implementation in classrooms, due to limited teacher training and a lack of adapted resources. Conclusions: Despite legal advances toward educational inclusion, Ecuador presents a research and practical deficit in pedagogical strategies for ADHD.