THE IMPACT OF THE INCREASE IN STUDENTS WITH DIAGNOSTIC REPORTS ON PEDAGOGICAL PRACTICE: CURRICULAR ADAPTATIONS, TEACHER EDUCATION AND SCHOOL INCLUSION

Abstract

The increased presence of students identified through clinical diagnostic reports in mainstream education has expanded the demands placed on schools and teachers, although enrollment, diagnosis, and educational need are not equivalent categories. Based on the literature and normative and statistical documents, this article analyzes the repercussions of this scenario on pedagogical practice, emphasizing curricular adaptations, teacher education, and school inclusion. This qualitative, interpretive study combines bibliographic and documentary research. The search, updated in August 2026, covered SciELO, the CAPES Journals Portal, and Google Scholar, as well as federal legislation, educational documents, and official data. Sources were selected for thematic relevance, academic consistency, and direct connection with the research problem, and were examined through five analytical axes: enrollment growth and the visibility of diagnostic reports; medicalization; curricular adaptations; teacher education; and institutional conditions for inclusion. The analysis indicates that diagnostic reports may support access to rights and services, but their use as a sufficient explanation for learning tends to subordinate educational decisions to clinical reasoning. Adaptations should address observed barriers, learning objectives, and forms of student participation without reducing the curriculum. Expanded access becomes inclusion only when education systems provide time, resources, specialized educational services, and shared institutional responsibility.