NEURODIVERGENCE AT SCHOOL: THE PERSPECTIVE ON ASD, ADHD, AND DYSLEXIA AS NATURAL FORMS OF BRAIN FUNCTIONING RATHER THAN MERE DEFICITS

Abstract

This article addresses the urgency of a paradigm shift in contemporary education, proposing the understanding of neurodivergence—specifically Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and dyslexia—not as deficits or organic failures, but as natural and legitimate variations of brain functioning. From a perspective grounded in neurodiversity and Universal Design for Learning (UDL), the study discusses how the traditional teaching model, historically standardized and exclusionary, imposes artificial barriers on students. The development explores plural cognitive profiles and the strengths associated with these conditions, highlighting the need for methodological flexibility, the elimination of sensory barriers, and the adoption of multimodal pedagogical practices. It is concluded that valuing cognitive plurality transforms diversity into a collective asset, fostering a more humanized, inclusive, and emancipatory school environment for the entire community.