Systemic analysis of neurodiversity in education

Abstract

          The systemic analysis of neurodiversity in education has become an urgent necessity in the face of current challenges to inclusion. Contemporary classrooms, which are naturally heterogeneous, include students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), dyslexia, giftedness, and diverse forms of cognitive and sensory processing. This scenario requires educational systems to move beyond deficit-based approaches and adopt models that recognize neurological diversity as a strength. This study, based on a review of recent literature, identifies theories, conceptual categories, and findings from international research that address neurodiversity from multiple perspectives: teacher adaptation and the use of flexible strategies such as Universal Design for Learning (UDL), the implementation of Individual Reasonable Accommodation Plans (IRAP), the importance of psychoeducation, and the creation of more inclusive learning environments. The findings show that the transformation of pedagogical practice largely depends on teacher training and the articulation between educational policy, research, and classroom practice. Furthermore, the study highlights that neurodiversity should not be understood as an obstacle but as an opportunity to enrich teaching and learning processes, to strengthen democratic school communities, and to promote social justice. In conclusion, this study proposes a comprehensive analytical framework that makes it possible to understand neurodiversity as a constitutive condition of education, while providing guidelines for the continuous improvement of equity and educational quality.