NEURODIVERSITY AND EDUCATIONAL EQUITY: PATHWAYS TO A TRULY INCLUSIVE SCHOOL

Abstract

Neurodiversity has emerged as a fundamental paradigm for building inclusive and equitable education by recognizing and valuing diverse neurological functioning within school environments. This chapter aims to analyze pathways for promoting educational equity from a neurodiversity perspective, discussing pedagogical practices, public policies, and institutional strategies focused on effective inclusion. The methodology is based on a narrative literature review, drawing on recent national and international scientific studies addressing inclusive education, neurodiversity, and educational justice. The results indicate that flexible pedagogical practices, continuous teacher training, and studentcentered approaches significantly reduce educational barriers and foster the appreciation of individual differences. Furthermore, the findings highlight that educational equity requires structural changes that extend beyond school access, encompassing student retention, participation, and meaningful learning. It is concluded that building a truly inclusive school depends on recognizing neurodiversity as an educational value, implementing equitable policies, and fostering a collective commitment to transforming school practices.