Direito À Educação: Direito À Inclusão Das Pessoas Com Transtorno Do Déficit De Atenção Com Hiperatividade (TDAH)
This article seeks to show how the national legal system has ensured the inclusion of persons with Attention Deficit Hyperactivity Disorder (ADHD) regarding their constitutionally guaranteed right to education and from the perspective of the principle of equality in its material sense. It describ...
| Autor principal: | Lima, Thyessen Bruna Coelho |
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| Grau: | Artigo |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Tocantins
2022
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| Assuntos: | |
| Acesso em linha: |
http://hdl.handle.net/11612/3485 |
| Resumo: |
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This article seeks to show how the national legal system has ensured the inclusion of persons
with Attention Deficit Hyperactivity Disorder (ADHD) regarding their constitutionally
guaranteed right to education and from the perspective of the principle of equality in its
material sense. It describes ADHD implications for, and effects on their academic lives and
the concepts, characteristics and indications for an adequate diagnosis in alignment with the
respective reference literature and demonstrates how the jurisprudence has arrived at an
understanding of the right to particular educational attention based on ADHD associated
needs despite the non-existence of specific legislation addressing that disorder. Finally, the
article, in harmony with ADHD researchers, underscores the importance of having a specific
legal provision to address such persons' particular needs in the school environment, offering
them the possibility of treatment and personal and intellectual development. Highlight how
the approval of Draft Law nº 3517/2019 (Replacement DL PL nº. 7081/2010), deals with the
right to student assistance and the improvements it can promote in the learning of people with
Attention Deficit Disorder with Hyperactivity (ADHD). |