CHALLENGES AND PEDAGOGICAL ADAPTATIONS FOR THE INCLUSION OF NEURODIVERGENT STUDENTS IN INCLUSIVE SCHOOLS

Abstract

The inclusion of neurodivergent students in schools in Brazil is a significant challenge, requiring a reevaluation of pedagogical and curricular practices that enable Brazilian institutions to increasingly embrace and address the unique needs of students. This involves analyzing the main obstacles and strategies for promoting inclusive and equitable education, through respect for diversity and various ways of learning. This article aims to analyze the key challenges faced by school spaces in promoting the inclusion of neurodivergent students, focusing especially on the diverse pedagogical strategies that can foster inclusive and equitable educational environments. The present research, of a bibliographic nature, provided relevant considerations through a critical analysis of academic productions published in scientific articles regarding the inclusion of neurodivergent students in the school context. This research demonstrated that, despite all legal and theoretical advances, there are still discrepancies in the current educational model, which is sustained by paradigms that prioritize homogeneity and normality, thereby marginalizing the uniqueness of students with neurodivergences. To effectively promote inclusive education, it is essential for schools to reevaluate their curricula, methodologies, and pedagogical approaches, enabling the creation of environments that value diversity and respect all forms of learning and development.