O direito à educação em condições especiais das crianças portadoras de TDAH na perspectiva da filosofia da educação e da justiça distributiva

Abstract

The central problem of the research consists in the construction of a conception of a special education or of the right to a differential treatment in the education of the children with ADHD who, because of a deficiency of a neurotransmitter of dopamine, present executive, attention and memory dysfunctions that influence negatively their learning process and therefore prevents them from being literate in the same rhythm as the other children in their classroom. In the context of a democratic educational environment, as suggested by Deweys philosophy of education, an education in special conditions must be thought in the light of the foundations of equity and the principles of distributive justice applied in education. It seeks to be based on the fact that students with ADHD need to be recognized in their special necessities and to receive differentiated educational support throughout their school life, especially in the literacy phase, from the elaboration and implementation of public policies that guarantee them these rights.