Evaluation of the implementation and effectiveness of regulations in urban and rural contexts to support the education of children with autism, ADHD, and ADD

Abstract

This research presents a critical analysis of educational inclusion within the framework of current public policies, comparing urban and rural contexts. It highlights the urgent need to ensure equitable access to quality education for all. The analysis focuses on inclusion policies for students with Autism Spectrum Disorder (ASD), Attention Deficit Disorder (ADD), and Attention Deficit Hyperactivity Disorder (ADHD), and how these policies are understood and applied in both urban and rural settings. Using a mixed-methods approach—combining surveys of teaching staff with interviews with key stakeholders—the study identifies barriers, facilitators, and significant differences in how these policies are implemented across the two contexts. The findings reveal the need to adapt regulations to local realities by improving initial teacher training and classroom resources, particularly in rural environments.