Educação Inclusiva no ensino superior: o lugar dos estudantes com TDAH, dislexia e outros transtornos do neurodesenvolvimento/transtornos de aprendizagem em universidades federais mineiras

Abstract

This research addresses inclusive education in higher education and aims to identify and critically describe the inclusion and accessibility actions and services developed by federal universities in Minas Gerais for students with ADHD, dyslexia, and other neurodevelopmental disorders/learning disorders, as well as to understand how these actions are carried out. This is a qualitative, documentary, descriptive, and analytical study based on the analysis of documents produced between 2020 and 2025 by the Federal University of Uberlândia, the Federal University of Triângulo Mineiro, and the Federal University of Minas Gerais. The corpus consisted of institutional webpages, regulations, reports, calls for applications, responses obtained through Fala.BR, and documents sent by e-mail by the sectors responsible for student support. Content analysis (Bardin, 2016) enabled the construction of two analytical categories: “educational support actions” and “accessibility services and resources.” The results show that the federal universities investigated present different levels of formalization, organization, and public dissemination of actions aimed at the research population. At UFU, students with ADHD, dyslexia, and other neurodevelopmental disorders/learning disorders are supported only within the broader field of educational support provided by the Office of Student Affairs and are excluded from the field of accessibility. At UFTM, an expansion of the conceptual scope was observed through the use of the term “specific educational needs,” which includes, among other cases, the students addressed in this research, as well as the existence of different mechanisms aimed at inclusion and accessibility, such as Inclusive Tutoring, Inclusive Monitoring, and the Accessibility Seal. At UFMG, a tension was identified between the official communication of the Accessibility Center (NAI), focused on persons with disabilities, and internal documents that allow the support of students with ADHD, dyslexia, and other neurodevelopmental disorders/learning disorders. It is concluded that the democratization of higher education requires expanded access, institutional recognition of barriers to retention, participation, and learning, and coordination among educational support, accessibility, undergraduate regulations, and other institutional mechanisms to ensure the inclusion of all students without distinction.