Silêncios que falam: o TDAH e os caminhos da inclusão nos documentos do IFBA, Campus Lauro de Freitas

Abstract

This research aims to analyze how the principles of educational inclusion are present in the institutional documents of Ifba, Lauro de Freitas campus, with an emphasis on meeting the needs of students with Attention Deficit Hyperactivity Disorder (ADHD). The guiding question of the study is: how are the principles of educational inclusion expressed in the institutional documents of Ifba, Lauro de Freitas campus, focusing on addressing the needs of students with ADHD? ADHD is a neurodevelopmental disorder, with an estimated global prevalence of 7.2% among children and 2.5% among adults. Although it is not yet officially recognized as a disability- and therefore not formally addressed by special education policies - students with ADHD often face challenges throughout their educational journey, especially when their specific needs are not identified or considered in pedagogical practices.Given this context, the research seeks to contribute to the development of educational spaces that recognize human diversity, respect differences, and promote equitable pedagogical practices. The study adopts a qualitative, applied approach with an exploratory objective. It was conducted through the analysis of institutional documents that address school inclusion policies and guidelines, as well as those that regulate the pedagogical and administrative practices of Ifba – Lauro de Freitas campus. The analysis seeks to highlight both advancements and gaps regarding the inclusion of ADHD in institutional regulations. The educational product resulting from this study is a guiding handbook aimed at identifying signs related to ADHD, offering guidance that supports student welcoming, pedagogical referral, and recommendations for inclusive teaching practices. It is expected that this research will strengthen the debate on inclusion at Ifba and encourage educational practices that are inclusive and committed to equity.