Inclusão de alunos com perturbação da aprendizagem específica (PAE) e/ou perturbação de hiperatividade e défice de atenção (PHDA): transição para o ensino superior

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.