THE FUNDAMENTAL RIGHT TO INCLUSIVE EDUCATION: A LEGAL ANALYSIS OF THE CHALLENGES IN GUARANTEEING THE RIGHTS OF CHILDREN WITH ADHD

Abstract

This article analyzes the obstacles to realizing the right to inclusive education in Brazil for children with Attention Deficit Hyperactivity Disorder (ADHD), a neurobiological condition that affects attention, hyperactivity, and impulsivity. The study verifies the presence of a Brazilian legal framework that guarantees inclusive education for individuals with ADHD, but identifies a gap between legislation and school practice. This discrepancy is attributed to failures in state capacity, including insufficient funding, a shortage of qualified professionals and continuing education, accessibility barriers, deficient intersectoral governance, and inadequate monitoring. The methodology employed in the research was a bibliographic and normative review.