ACCOMMODATIONS FOR STUDENTS WITH ADHD IN THE ENEM: CHALLENGES, ADVANCES, AND PERSPECTIVES FOR PROMOTING EDUCATIONAL EQUITY

Abstract

This article aims to analyze the challenges and propose improvements in accommodations for candidates with Attention Deficit Hyperactivity Disorder (ADHD) in the National High School Exam (ENEM), based on official statistical data and specialized theoretical foundations. This is a qualitative bibliographic study, supported by authors such as Barkley (2015), Silva and Andrade (2019), Lima et al. (2021), and Oliveira (2022), as well as legal and institutional documents from the National Institute of Studies and Educational Research Anísio Teixeira (INEP) and the Ministry of Education (MEC). Analysis of data from the 2023 ENEM reveals a significant increase in demand for accommodations, especially from candidates with ADHD, representing 35.9% of approved requests. Among the main obstacles observed are bureaucracy in the application process, the lack of adequate training for examiners, regional inequality, and a lack of information about student rights. The results indicate that, despite legal and institutional advances, the implementation of accommodations still faces structural obstacles. It is concluded that promoting an equitable assessment environment requires integrated actions across the education, health, and social assistance sectors, as well as investments in training, infrastructure, and information policies. The study contributes to the debate on educational inclusion, reinforcing the importance of ensuring fair conditions for access to higher education. Future empirical research can deepen the analysis of the experiences of candidates with ADHD during the assessment process.