ACTIVE METHODS AND INCLUSION: A STUDY ON THE TEACHING AND LEARNING PROCESS OF NEURODIVERSE CHILDREN

Abstract

Contemporary education has been marked by significant changes related to the expansion of access to schooling and the promotion of diversity in educational settings, presenting challenges regarding the inclusion of neurodivergent students. This article aims to analyze how active methodologies can contribute to the teaching and learning process of neurodivergent children in the context of inclusive education. The research is qualitative, descriptive, and bibliographic in nature, grounded in the analysis of reference works in the fields of education, psychology, neuroscience, and neuropsychopedagogy. The study engages with authors such as Piaget, Vygotsky, Moran, Bacich, Mantoan, and Rotta, seeking to understand how student-centered pedagogical strategies can promote the cognitive, social, and emotional development of children with different neurological profiles, such as ASD, ADHD, dyslexia, and other learning difficulties. The results indicate that active methodologies, such as project-based learning, collaborative learning, and the flipped classroom, foster more inclusive educational environments, as they encourage active student participation, respect different learning paces, and promote greater autonomy in the educational process. It is concluded that the adoption of these pedagogical strategies can contribute significantly to the development of more inclusive educational practices, expanding learning opportunities for neurodivergent students.