NEURODIVERSITY AND INCLUSIVE PRACTICES: THE EDUCATORS ROLE IN VALUING DIFFERENCES

Abstract

This chapter discusses neurodiversity as a paradigm that recognizes and values human neurological variations — such as autism, ADHD, dyslexia, and other conditions — not as deficits, but as legitimate forms of cognitive functioning. From this perspective, it examines the educator’s role in promoting inclusive pedagogical practices that respect differences and enhance the potential of all students. The discussion is grounded in the theoretical principles of inclusive education and highlights the importance of an ethical and sensitive approach to the singularities of learning. The chapter emphasizes that teacher training should encompass knowledge about neurodiversity and pedagogical strategies that ensure curricular accessibility, the use of assistive technologies, and active methodologies adapted to individual needs. The educator is understood as an essential mediator in building a plural, empathetic, and democratic school culture committed to equity and the holistic development of learners. Thus, valuing differences is presented not only as a pedagogical principle but as a political act of recognition and respect for human diversity.