CURRICULAR ADAPTATIONS FOR STUDENTS WITH DYSLEXIA AND DYSCALCULIA: NEUROCOGNITIVE FOUNDATIONS, INCLUSIVE PRACTICES, AND PERCEPTIONS OF BRAZILIAN MOTHERS AND TEACHERS

Abstract

This article aimed to analyze the neurocognitive foundations of dyslexia and dyscalculia and to discuss evidence-based curricular adaptations, combining a narrative literature review with an exploratory survey administered to mothers, teachers, and family members of students with learning disorders in Brazil. The methodology combined analysis of national and international studies published between 2015 and 2026 with an online structured questionnaire answered by 440 participants in 2026. Results indicate that 53.0% of participants identify reading and text comprehension as the students' main difficulty, that 55.4% never received school guidance on how to apply curricular adaptations, and that 92.9% wish to deepen their knowledge on the topic through specific courses. Nearly all respondents (98.6%) believe adaptations should occur both at school and at home. It is concluded that, despite growing recognition of the relevance of curricular adaptations, a significant gap persists between current legislation and its effective implementation in Brazilian schools, reinforcing the need for continuous teacher training and support strategies for families and students themselves.