NEUROSCIENCE AND INCLUSION: HOW UNDERSTANDING COGNITIVE PROCESSES CAN HELP IN SPECIALIZED EDUCATIONAL SERVICES

Abstract

This study aimed to investigate how the understanding of cognitive processes provided by neuroscience can contribute to the improvement of Specialized Educational Services (SEAs) and to the inclusion of students with cognitive and intellectual disabilities. The research was conducted through a qualitative literature review, with analysis of articles, books and other relevant academic materials. The research focused on the identification of pedagogical strategies based on neuroscience, as well as on the application of assistive technologies to promote more inclusive teaching. The results indicated that neuroscience offers important contributions to the early identification of learning difficulties, allowing for more effective and personalized interventions. In addition, pedagogical methods based on neuroscience have shown positive results in adapting curricula and teaching practices, meeting the specific needs of students with cognitive disabilities. However, the study pointed out challenges in the implementation of this knowledge in schools, such as inadequate teacher training and the lack of adaptations in school infrastructures. The final considerations highlighted the importance of neuroscience for promoting inclusive education and suggested that future research should explore more deeply the integration of neuroscience into public education policies.