NEURODIVERSITY IN THE SCHOOL CONTEXT: CHALLENGES IN TEACHER TRAINING

Abstract

Neurodiversity is a topic of growing relevance in the field of education, particularly given the need to promote pedagogical practices that acknowledge students' diverse ways of learning, communicating, interacting, and developing. This study aims to analyze the main challenges regarding teacher training in the face of neurodiversity within the school context, considering the demands associated with inclusion and the valuing of students' unique characteristics. To this end, a qualitative literature review was conducted, based on the analysis of scientific articles, academic publications, and content from specialized websites regarding neurodiversity, inclusive education, and teacher training. The discussions highlight that inadequate teacher preparation can hinder the adoption of appropriate pedagogical strategies, contributing to professional insecurity and limitations in the inclusion process. Furthermore, the study finds that initial and continuing teacher education plays a fundamental role in developing the knowledge and skills necessary to create practices that are more flexible, inclusive, and responsive to student needs. It is concluded that strengthening teacher training is essential for consolidating a school system committed to diversity, participation, and the right to learning for all.