Beyond diagnosis and the increase in reports:

challenges in educational inclusion in the post-pandemic era in the face of medicalization

Abstract

The COVID-19 pandemic has imposed significant challenges on education, with notable impacts on students with special educational needs (SEN). This already vulnerable group has experienced amplified emotional, social, and physical difficulties, as well as intensified educational inequalities. In a context of growing demand for reports and concerns about the medicalization of learning difficulties, this article, through a literature review of databases such as Scielo, Capes, Google Scholar, and BVS, seeks to explore strategies to ensure the effective inclusion of these students in the post-pandemic scenario in Brazil. The analysis reveals that, although the literature on the post-pandemic theme is still incipient, attention to assistive technologies such as adapted software, accessibility resources on digital platforms, and alternative communication tools has been limited. The results showed that overcoming these challenges is a long way off, requiring more public and financial incentives, research, and specialized training for education professionals working with this population. Amid a scenario of uncertainty and technological advances, building a sense of belonging for students with SEN through the promotion of inclusive and welcoming environments is seen as a crucial tool for fostering the participation and development of these students.