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Inclusão de alunos com perturbação da aprendizagem específica (PAE) e/ou perturbação de hiperatividade e défice de atenção (PHDA): transição para o ensino superior
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Introdução: Este artigo analisa a evolução das adaptações dirigidas a alunos com Perturbação da Aprendizagem Específica (PAE) — designadamente dislexia, disortografia e discalculia —, bem como a alunos com Perturbação de Hiperatividade e Défice de Atenção (PHDA), isolados ou em comorbilidade, implementadas pelo Júri Nacional de Exames (JNE), entre 2016 e 2025, no ensino secundário, visando o acesso ao ensino superior. Objetivo: Analisar as adaptações implementadas a esses alunos nos exames nacionais, na perspetiva de um acesso equitativo ao ensino superior. Métodos: Este estudo sustenta-se numa análise diacrónica dos dez Guias com as adaptações do JNE, no período em estudo, bem como da evolução normativa associada. Resultados: Verificam-se progressos significativos nas adaptações aos alunos com dislexia moderada e grave. Contudo, persistem constrangimentos nos alunos com disortografia, discalculia, PHDA. Observa-se a obrigatoriedade de realização de exames nacionais padronizados, sem correspondência plena com as adaptações mobilizadas na avaliação interna dos mesmos. Conclusão: Apesar dos avanços substanciais alcançados, persistem desigualdades que comprometem a equidade. Recomenda-se, por isso, a criação de exames nacionais adaptados alinhados com a avaliação interna destes alunos, a reativação de um contingente especial para o acesso ao ensino superior e a revisão legislativa dos normativos, no pressuposto de que a diversidade cognitiva deve ser considerada na aplicação das adaptações no processo de avaliação externa.
Introduction: This article examines the development of support measures for pupils with Specific Learning Disorders —namely dyslexia, dysorthographia and dyscalculia —as well as for pupils with Attention Deficit Hyperactivity Disorder (ADHD), either on their own or in combination with other conditions, implemented by the National Examinations Board (JNE) between 2016 and 2025 in secondary education, with a view to facilitating access to higher education. Objective: To examine the adaptations applied to these students in national examinations from the perspective of equitable access to higher education. Methods: The study is based on a diachronic analysis of the ten JNE Guides on adaptations published during the period under study, as well as on the associated normative evolution. Results: Significant progress was observed regarding adaptations for students with moderate and severe dyslexia. However, constraints remain for students with dysorthography, dyscalculia, and ADHD. Additionally, students are required to take standardized national examinations, which do not fully correspond to the adaptations available in their internal assessments. Conclusion: Despite substantial advances, inequalities persist that undermine equity. It is recommended to create adapted national examinations aligned with students’ internal assessments, to reinstate a special quota for higher education access, and to review existing legislation, ensuring that cognitive diversity is considered in the implementation of adaptations in external assessments.
Introduction: This article examines the development of support measures for pupils with Specific Learning Disorders —namely dyslexia, dysorthographia and dyscalculia —as well as for pupils with Attention Deficit Hyperactivity Disorder (ADHD), either on their own or in combination with other conditions, implemented by the National Examinations Board (JNE) between 2016 and 2025 in secondary education, with a view to facilitating access to higher education. Objective: To examine the adaptations applied to these students in national examinations from the perspective of equitable access to higher education. Methods: The study is based on a diachronic analysis of the ten JNE Guides on adaptations published during the period under study, as well as on the associated normative evolution. Results: Significant progress was observed regarding adaptations for students with moderate and severe dyslexia. However, constraints remain for students with dysorthography, dyscalculia, and ADHD. Additionally, students are required to take standardized national examinations, which do not fully correspond to the adaptations available in their internal assessments. Conclusion: Despite substantial advances, inequalities persist that undermine equity. It is recommended to create adapted national examinations aligned with students’ internal assessments, to reinstate a special quota for higher education access, and to review existing legislation, ensuring that cognitive diversity is considered in the implementation of adaptations in external assessments.
Descrição
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Educação inclusiva Perturbação da aprendizagem específica Perturbação da hiperatividade e défice de atenção Inclusive education Specific learning disorde Attention deficit hyperactivity disorder
Contexto Educativo
Citação
Editora
Polytechnic Institute of Viseu