Progress and potential for flexible curricula and adjustments for students with ADHD in Bogotá's higher education

Background: The Colombian Political Constitution and Law 115 of 1994 enshrine education as a fundamental right. Despite this, students with Attention Deficit Hyperactivity Disorder (ADHD) face significant barriers in higher education due to gaps in inclusive policies, cultures, and practices. These challenges often lead to difficulties with reasonable adjustments and curricular flexibility, contributing to high dropout rates and academic struggles. Objectives: This study examines the implementation of inclusive policies, focusing on reasonable adjustments and curricular flexibility, and their impact on the success of students with ADHD in Colombian higher education institutions. Methods: A qualitative, non-experimental descriptive study was conducted, involving a review of databases and national and international legislation on inclusive education for students with ADHD in Bogotá, Colombia. Results: The analysis revealed key themes and patterns in the implementation of inclusive policies, highlighting both progress and persistent challenges. A narrative synthesis was constructed to explore the dialectical relationship between advancements, barriers, and opportunities for enhancing inclusive practices for students with Diverse Educational Needs (DEN). Conclusion: This study contributes to understanding the state of inclusive education for students with ADHD in Colombia. The findings provide actionable recommendations for policymakers, educators, and researchers to improve inclusive practices, support student success, and promote educational equity in higher education. Keywords: Inclusive education, higher education, ADHD, reasonable adjustments, curricular flexibility.