NEUROEDUCATION AND INCLUSIVE PRACTICES: THE ROLE OF EXECUTIVE FUNCTIONS IN ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD)

Abstract

In recent decades, the convergence among neuroscience, cognitive psychology, and pedagogy gave rise to Neuroeducation, a transdisciplinary field that aims to ground pedagogical practice in the understanding of brain functioning. Concurrently, the expansion of inclusive education demands approaches that accommodate neurodiversity, particularly in supporting students with Attention-Deficit/Hyperactivity Disorder (ADHD). This article analyzes the integration between Neuroeducation and inclusive pedagogical practices, focusing on the central role of impairments within the Executive Function system, such as inhibitory control, working memory, and cognitive flexibility, in students with ADHD. Through an integrative review of contemporary literature, the study demonstrates how neuroscientific knowledge deconstructs neuromyths and reframes behaviors traditionally labeled as indiscipline. It concludes that the implementation of cognitive scaffolding and environmental supports based on Universal Design for Learning (UDL) constitutes an essential measure of educational equity, promoting autonomous development and the effective inclusion of neurodivergent students.