EDUCATIONAL PROCESSES ASSOCIATED WITH CONSTRUCTIVIST TEACHING METHODS IN THE TREATMENT OF ATTENTION DEFICIT DISORDER IN COLOMBIAN ELEMENTARY EDUCATION

Abstract

Contemporary inclusive education in the Colombian context faces the challenge of reconfiguring its pedagogical paradigms to address neurodiversity, particularly in the case of Attention-Deficit/Hyperactivity Disorder (ADHD). The primary purpose of this scientific review is to analyze the impact of Lev Vygotsky’s Scaffolding Theory on the learning process of children with ADHD, evaluating how pedagogical mediation acts as a catalyst for overcoming cognitive barriers. Using a qualitative approach and a descriptive methodology, a literature review was conducted to systematically examine highly relevant previous research published over the last five years. The results demonstrate that the implementation of personalized and dynamic scaffolding significantly promotes self-regulation, the development of executive functions, and the acquisition of skills in critical areas such as mathematical reasoning and reading comprehension. The effectiveness of technology as a “virtual scaffold” that mitigates inattention is highlighted. However, a critical gap is identified between the theoretical soundness of constructivism and classroom practice, stemming from insufficient teacher training and infrastructure limitations. It is concluded that scaffolding, within the framework of the Zone of Proximal Development (ZPD), constitutes an indispensable ontological mechanism for transitioning from dependence to student autonomy, thereby ensuring educational equity in Colombian basic education.