PEDAGOGICAL PRACTICES FOR THE INCLUSION OF NEURODIVERGENT STUDENTS (ASD, ADHD, DYSLEXIA)

Resumen

This book chapter aims to analyze inclusive pedagogical practices directed at the schooling of neurodivergent students, focusing on Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and dyslexia within the context of basic education. The methodology is based on a qualitative bibliographic review grounded in national and international scientific literature by recognized authors such as Vygotsky, Mantoan, Barkley, and Lyon, as well as official documents related to inclusive education policies. The results indicate that pedagogical practices grounded in curriculum flexibility, active learning methodologies, adapted teaching resources, and recognition of individual strengths significantly enhance student engagement, learning outcomes, and socioemotional development. The findings also emphasize the relevance of continuous teacher education and collaborative work involving schools, families, and multidisciplinary teams. It is concluded that effective inclusion of neurodivergent students requires attitudinal, pedagogical, and organizational changes, moving beyond standardized teaching models toward an equitable, accessible, and diversity-centered educational approach.