ACTIVE METHODOLOGIES APPLIED TO TEACHING ATYPICAL STUDENTS AND IMPLICATIONS FOR SCHOOL MANAGEMENT

Abstract

This chapter examines how active learning methodologies can support the education of atypical students and the implications of these approaches for school management. The main objective is to understand how strategies such as project-based learning, flipped classrooms, and collaborative teaching contribute to participation, autonomy, and student engagement. The methodology used was a narrative literature review, drawing on authors such as Paulo Freire, Lev Vygotsky, and David Ausubel, as well as contemporary studies on inclusion and educational innovation. The results show that active methodologies enhance social mediation, respect individual learning rhythms, increase autonomy, and provide diversified learning opportunities. The findings also highlight the crucial role of school management in enabling these practices through continuing teacher education, curricular reorganization, and the promotion of an inclusive institutional culture. The study concludes that active learning methodologies offer significant potential to improve equitable teaching practices for atypical learners, but their effectiveness depends on structural conditions, leadership support, and collective commitment to building an inclusive educational environment.