NEURODIVERGENCE AT SCHOOL: BUILDING INCLUSIVE EDUCATION FOR ALL
DOI:
https://doi.org/10.63330/aurumpub.062-090Keywords:
Inclusive education, Neurodivergence, Neurodiversity, Pedagogical practices, School inclusionAbstract
The diversity found in classrooms is manifested not only through cultural, social, and economic dimensions, but also through different ways of perceiving, processing information, communicating, interacting, and learning. In this context, the neurodiversity paradigm contributes to questioning educational conceptions that regard a single pattern of cognitive and behavioral functioning as the standard for all students. This chapter aims to analyze the contributions of the neurodiversity perspective to the development of inclusive school practices, considering the barriers faced by neurodivergent students and the possibilities of transforming curriculum, assessment, pedagogical mediation, and school culture. This is a qualitative bibliographic and documentary study based on research concerning neurodiversity, inclusive education, and pedagogical practices, as well as on Brazilian educational regulations. The discussion incorporates three recent academic studies addressing autism-related stigma, the inclusive possibilities of art in Early Childhood Education, and practices aimed at students with ADHD, giftedness, and twice-exceptionality. It is argued that neuroinclusive education cannot be limited to school enrollment or occasional accommodations. Instead, it requires recognition of individual differences, removal of barriers, and the creation of diverse opportunities for participation and learning.
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