Inclusion, Retention, and success of students with disorders in the school context

procedures and resources for support

Abstract

This study addresses the inclusion of students with neurodevelopmental and psychiatric disorders in the school environment. The main objective is to identify and propose pedagogical strategies and appropriate resources for the educational support of these students, considering their specific needs and challenges in the teaching-learning process. The methodology used was qualitative in nature, with an exploratory-descriptive approach. Data collection was conducted through a comprehensive literature review and the author's reflections. Data analysis was done through a careful selection of literature and observation guides by the researcher himself. A cross-sectional time frame was adopted to capture an updated view of inclusive practices. The main results indicate that strategies such as the use of positive reinforcement, adaptations of teaching materials, differentiated methodologies, and the implementation of educational technologies are fundamental for the success of these students. The research highlights the importance of individualized and flexible support that takes into account the particularities of each disorder. As a theoretical-practical contribution, the study offers educators concrete support for promoting a more inclusive education, while acknowledging the need for future empirical investigations.