Inteligência Artificial como Suporte Pedagógico para Estudantes com TDAH: Recursos, Personalização e Inclusão Digital

The use of Artificial Intelligence (AI) in education has intensified in recent years, especially in the development of pedagogical resources aimed at personalizing learning and promoting educational inclusion. In this context, students with Attention Deficit Hyperactivity Disorder (ADHD) require differentiated strategies that consider their cognitive, behavioral, and attentional specificities. Thus, this article aims to analyze, based on recent scientific literature, how Artificial Intelligence can act as pedagogical support for students with ADHD, contributing to the personalization of teaching and digital inclusion. Methodologically, this is a qualitative, applied research study, conducted through a narrative literature review, analyzing scientific publications from 2020 to 2025 in recognized educational databases. The results indicate that AI-based technologies, such as intelligent tutoring systems, adaptive algorithms, and personalized recommendation tools, show significant potential to promote engagement, self-regulation, and individualized monitoring of learning for students with ADHD. It is concluded that the critical and ethically oriented adoption of Artificial Intelligence in the educational context can contribute significantly to more inclusive pedagogical practices, provided it is articulated with teacher mediation and respect for the unique characteristics of the individuals.