NEURODEVELOPMENTAL DISORDERS AND LEARNING: IMPLICATIONS FOR BASIC EDUCATION

Abstract

Neurodevelopmental disorders constitute a heterogeneous group of conditions that manifest during the developmental period and significantly impact school learning. This article presents a narrative literature review aimed at analyzing the implications of the main neurodevelopmental disorders — Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), Dyslexia, and Intellectual Disability (ID) — for learning in the context of Brazilian Basic Education. The bibliographic search was conducted in PubMed/MEDLINE, SciELO, ERIC, and LILACS databases, covering articles published between 2013 and 2024. The results reveal that each disorder presents specific neurobiological characteristics and pedagogical manifestations, requiring differentiated teaching strategies, assessment methods, and support systems from the educational setting. The literature shows that early identification, continuing teacher education, implementation of curricular adaptations, and partnerships among school, family, and healthcare teams are decisive factors for the academic success of these students. It is concluded that Brazilian Basic Education still faces significant structural challenges for the full inclusion of students with neurodevelopmental disorders, requiring an interdisciplinary approach articulated among public policies in education, health, and social assistance.