BETWEEN LEGISLATION AND PRACTICE: THE REALITY OF INCLUSIVE EDUCATION FOR STUDENTS WITH FORMAL DIAGNOSES

Abstract

This article analyzes the gap between Brazilian legislation and school practice in the inclusion of students with formal diagnoses in regular schools. It is a bibliographic review with a qualitative and exploratory approach, based on educational legislation, official documents, and authors who discuss inclusive education, accessibility, teacher education, pedagogical planning, specialized educational support, and inclusive practices. The study aims to understand the extent to which schools are organized to support students with medical, psychological, or psychopedagogical reports, considering legal, pedagogical, structural, formative, and attitudinal aspects. The methodology consisted of an interpretative analysis of theoretical productions and normative documents related to the role of diagnoses, barriers to learning, individualized educational planning, support professionals, and Universal Design for Learning. The results indicate that, although important legal advances have been achieved, gaps remain in teacher education, resources, professional workload, individualized planning, and attitudinal barriers. The study concludes that effective inclusion requires institutional reorganization, public investment, pedagogical co-responsibility, and flexible practices that ensure participation, learning, and integral development.