THE CHALLENGES FACED BY A DIAGNOSED CHILD IN A FULL-TIME SCHOOL

Abstract

Inclusive education is a fundamental right that requires the educational system to ensure not only access to school but also effective conditions for retention, participation, learning, and development. This discussion is particularly relevant in the context of full-time schools, as extending the time students spend at the institution necessitates new forms of pedagogical organization, planning, and individualized monitoring. This article aims to analyze the challenges faced by children with disabilities, autism spectrum disorder, neurodevelopmental disorders, and other specific educational needs within the full-time school setting. It presents a qualitative, reflective literature review grounded in educational legislation, official documents, and national and international scientific studies regarding inclusive education, special education, comprehensive education, and school environment adaptations. The analyzed studies indicate that extended time at school is not inherently negative; however, without adequate organization of time, space, activities, accessibility resources, and individualized pedagogical strategies, it can exacerbate existing barriers. The study also highlights the importance of continuous professional development, collaboration between school and family, Specialized Educational Support (AEE), and the creation of environments that address pedagogical, social, communicative, and sensory aspects. It concludes that a truly inclusive full-time school must understand the child in their uniqueness—recognizing their rhythms, potential, and needs—so that extending school time also expands opportunities for learning, participation, social interaction, and development.