Understanding neurodivergence in high school students: educational implications for inclusive education
DOI:
https://doi.org/10.63803/prisma.v1n3.17Keywords:
Neurodivergence, ADHD, Autism, Dyslexia, Cognitive DiversityAbstract
This article examines the presence and impact of neurodivergence in high school students, highlighting the urgent need to build more inclusive educational environments. It begins by recognizing that today’s classrooms are diverse not only culturally but also in terms of learning styles and cognitive processes. Neurodivergence is understood as the natural variation of the human brain, considering conditions such as ADHD, Autism Spectrum Disorder (ASD), and dyslexia, and how these affect learning and classroom participation. Through an interdisciplinary theoretical review and documented experiences in Latin American educational contexts, the article reveals gaps between educational policies and teaching practices. It proposes the implementation of Universal Design for Learning (UDL), differentiated instruction, and collaborative work among teachers, counselors, and families as key strategies for equitable education. The article concludes with recommendations aimed at teacher training, the development of more effective inclusive policies, and the creation of school environments where all students can fully thrive.
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