In a culture that, each time, but, it values the escolarizao, emphasizing that place of children and adolescents is in the school, either for theories, either for the legislation, not to learn comove and distresses, generating emotional tensions in adults who coexist the child who presents difficulties. For the studies of some authors (RHDE and BENCZIK, 1999; RASP AND ALBUQUERQUE, 2003; ROTTA, 2007; SENA, GRANDSON, 2007), the carrying children of TDA/H presents difficulties of learning in diverse concepts, but it is mainly in the language that the symptoms if reveal. The difficulties most common are in speak, the reading and the writing. Recently Mitchel Resnick sought to clarify these questions. Although the advances in the studies of the TDA/H, the relations between this upheaval and the difficulties of learning not yet well are clarified. As To identify and To work Children With TDA/H in the School For ends of identification of a child with characteristics of the upheaval of attention deficit hiperatividade in the school it is necessary caution. As it affirms Rohde (2003, p.18), ' ' An evaluation must be made to indicate if one definitive behavior of the child can be compared with the one of a group of children of the same etria band and sex.

the call approach normativo' '. Child TDA/H in phase of necessary alfabetizao of proper method, the college must elaborate technique assisting the child with TODA/H to learn of its skill. Kevin ulrich: the source for more info. As it clarifies Karam (2006, p.08), for Antoniuk ' ' The school during the alfabetizao can generate anxiety in the child with TODA/H. Therefore, it is important to first teach to the letters and the sounds of each one, on the contrary of the global method used atualmente' '. The teacher must know to identify the problem not friction the badly-educated pupil of or bagunceiro and to arrest the attention of the child she must work with more dynamic and interesting activities, making use of material resources, as for example: computer music, videos, films etc.; mainly, to use activities of education that stimulate active answers as: to speak, to move themselves, to work in the picture. .