THE RIGHT TO INCLUSIVE EDUCATION AND ADHD: GAPS IN THE PROVISION OF SCHOOL SUPPORT PROFESSIONALS

Abstract

This article discusses the apparent contradiction in Brazilian educational legislation and inclusion guidelines regarding the provision of school support professionals. The study questions the fact that students diagnosed with Autism Spectrum Disorder (ASD), Oppositional Defiant Disorder (ODD), Dyslexia, Down Syndrome, Intellectual Disability, and others have legal grounds to access this specialized support, whereas students with Attention Deficit Hyperactivity Disorder (ADHD) frequently face institutional barriers within the public school system of Palmas, Tocantins. The research aims to analyze the clinical and pedagogical criteria underpinning this distinction, investigating whether there is a gap in the interpretation of the Brazilian Inclusion Law (LBI) and Ministry of Education guidelines. To this end, a qualitative approach based on a literature review was adopted. The data indicate that the exclusion of ADHD from the list of disorders automatically qualifying for support professionals stems largely from a tendency to view the disorder solely through a clinical and therapeutic lens, as well as from confusion between the need for clinical/behavioral support and the need for pedagogical accessibility. The study concludes that guaranteeing this right must be linked to a multidisciplinary assessment of each student's actual educational needs—taking their specific characteristics into account—rather than relying solely on a medical diagnosis, thereby ensuring effective school inclusion.