The inclusion of students with ADHD – a decade of Special education guidelines in Santa Catarina: a model of beneficence?

Simone Schelbauer Moreira Paes Valquíria Elita Renk Daiane Priscila Simão-Silva About the authors

Abstract

In this article we intend to discuss the presence of the ethical minimum of beneficence in the inclusion policy guidelines of students with attention deficit hyperactivity disorder (ADHD), adopted by the state of Santa Catarina, a pioneer in guidelines for inclusion. For that, a content analysis of the Santa Catarina special education guidelines (2006 to 2016) was carried out, based on a bioethics reference. In the context of inclusive education, it is necessary to overcome the paternalistic view, prioritizing the promotion of student autonomy. From the analysis of an ethical minimum in school relations, it was identified that the guidelines contemplate the principle of beneficence in a context in which students with ADHD are only seen as a health problem; however, the effective guarantee of school inclusion requires the insertions of principles such as those advocated by the Universal Declaration on Bioethics and Human Rights.

Beneficence; ADHD; Bioethics

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