Abstract
Objective: Review, in scientific literature, the difficulties encountered by teachers of students with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) in the teaching process. Methods: A qualitative research with the intention to accomplish with literature review the answer to the following problems: What are the main difficulties faced by teachers of students with ADHD in the teaching-learning process? Results and Discussion: Attention Deficit Hyperactivity Disorder (ADHD) is characterized by the presence of inappropriate performance in the mechanisms that regulate attention, impulses and motor activities and that can directly affect the school performance of students with this disorder. From this bibliographic research it was possible to learn about this disorder and some challenges that teachers face with students diagnosed with ADHD in the teaching-learning process in the classroom. Final considerations: Understanding ADHD is essential for the school to have a systemic vision of the teaching-learning process in which that student is even, to contribute to the full development of ADHD learning, in addition to the inclusion and acceptance of them by the school community.