THE INCLUSIVE TEACHER IN THE 21ST CENTURY: TEACHER EDUCATION AND PEDAGOGICAL PRACTICES IN THE FACE OF NEURODIVERSITY

Abstract

The expansion of debates surrounding inclusive education and the recognition of neurodiversity have promoted important transformations in contemporary education. This chapter discusses teacher education and pedagogical practices developed in response to the growing presence of neurodivergent students in different educational levels, especially basic education. Grounded in the principles of inclusive education, neurodiversity, and meaningful learning, the study analyzes the challenges faced by teachers in addressing the cognitive, sensory, communicative, and socio-emotional singularities of students. This bibliographic and documentary study is based on authors such as Maria Teresa Eglér Mantoan, Rosana Glat, Márcia Denise Pletsch, David Ausubel, Lev Vygotsky, Judy Singer, Nick Walker, Temple Grandin, and Francisco Imbernón. The findings indicate that initial and continuing teacher education still presents significant gaps regarding preparation for inclusive educational contexts. The study concludes that the construction of neuroaffirmative pedagogical practices requires overcoming homogeneous teaching models, valuing differences, and reorganizing school practices toward a more democratic, equitable, and humanized education.