NEUROSCIENCE AND SCHOOL INCLUSION OF NEURODIVERGENT CHILDREN

Abstract

The increasing enrollment of neurodivergent children in mainstream education has made classrooms increasingly heterogeneous environments. This study aims to analyze how neuroscientific principles can support effective inclusive practices in the classroom, with an emphasis on neuroplasticity and cognitive functions. The research was conducted through a qualitative literature review, analyzing relevant academic materials published primarily in the last five years (2020–2025). The results corroborate the relevance of neuroscientific knowledge in understanding the diverse learning profiles of children, as well as in planning instruction that respects this diversity. Thus, this study highlights the need for teaching strategies to include curriculum adaptation, personalized pedagogical approaches, and diversified teaching methodologies to engage students' senses and emotions, activating multiple brain areas, strengthening existing neural connections, and creating new ones—thereby enabling learning for all.