INCLUSIVE PEDAGOGICAL STRATEGIES FOR STUDENTS WITH AUTISM SPECTRUM DISORDER, ADHD, AND OPPOSITIONAL DEFIANT DISORDER IN MATHEMATICS AND CHEMISTRY EDUCATION

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Oppositional Defiant Disorder (ODD) has become an increasing challenge in contemporary education, especially in subjects requiring high levels of abstraction, such as Mathematics and Chemistry. This chapter aims to analyze inclusive pedagogical strategies that can enhance learning and participation among these students in diverse educational environments. The methodology consisted of a narrative literature review based on national and international studies developed by recognized authors in inclusive education, neurodevelopment, and pedagogical practices, including contributions from David Ausubel, Lev Vygotsky, Maria Teresa Eglér Mantoan, and Temple Grandin. The findings indicated that multisensory resources, active methodologies, structured teaching approaches, educational games, assistive technologies, and curricular adaptations significantly contribute to students’ cognitive, social, and academic development. Additionally, practices centered on teacher mediation and instructional flexibility were associated with greater engagement and reduction of educational barriers. It is concluded that implementing inclusive strategies in Mathematics and Chemistry teaching promotes equitable access to knowledge and strengthens more participatory and humanized educational processes.