INCLUSION AND NEURODIVERSITY IN THE SCHOOL CONTEXT: PEDAGOGICAL STRATEGIES BEYOND DIAGNOSIS

Abstract

The chapter “Inclusion and Neurodiversity in the School Context: Pedagogical Strategies Beyond Diagnosis,” by Francine Giana Guido, discusses the need to overcome practices focused exclusively on clinical diagnosis and move towards pedagogical methodologies that value the active participation and integral development of neurodivergent students. The author presents neurodiversity as a constitutive part of the human condition, highlighting that conditions such as ASD, ADHD, and dyslexia should be understood not only as limitations but as legitimate variations in neurological functioning.

The text emphasizes that school inclusion is not limited to physical access but also to meaningful participation, advocating principles such as curricular flexibility, multimodal teaching, formative assessment, and welcoming school environments. Pedagogical strategies beyond diagnosis are explored, including the organization of school space, active methodologies, pedagogical differentiation, and self-regulation practices. The teacher's role is highlighted as central to inclusive mediation, requiring observation, active listening, flexibility, and ongoing training.

Experiences and challenges from real-world schools are analyzed, revealing that inclusion requires structural changes, pedagogical creativity, and collective commitment. In short, the chapter argues that neurodiversity should be seen as an asset to the school, broadening horizons and strengthening the construction of a democratic and pluralistic education.