Transtornos do neurodesenvolvimento e educação inclusiva: uma análise quantitativa do cenário educacional da rede estadual de Goiatuba–GO

Abstract

Inclusive education constitutes one of the fundamental principles of Brazilian educational public policies, particularly regarding the education of students with neurodevelopmental disorders. This study aims to analyze the distribution of these students within the state public school system of the municipality of Goiatuba, Goiás, Brazil. Initially, a conceptual review of the main neurodevelopmental disorders is presented, addressing their characteristics and impacts on the learning process. Subsequently, the study discusses the legal framework that guarantees the right to inclusive education, highlighting the 1988 Federal Constitution, the National Education Guidelines and Framework Law (LDB), the National Policy on Special Education from the Perspective of Inclusive Education, the Brazilian Inclusion Law for Persons with Disabilities, and the National Inclusive Special Education Policy (PNEEI). A quantitative analysis is then conducted using data related to students with neurodevelopmental disorders enrolled in middle school and high school within the state school system of Goiatuba. The results reveal a significant presence of these students in the schools investigated and indicate differences in their distribution across educational levels. It is concluded that the analysis of educational data contributes to a better understanding of the local context of inclusive education. As a technical-scientific product of this research, the article “A relevância do professor na suspeita de autismo em crianças” was published in Revista Tópicos (Qualis A2), with publication scheduled for April 2026. ChatGPT 5.5 was used to support textual and grammatical revisions.