INVESTIGATIONS INTO INCLUSIVE PEDAGOGICAL STRATEGIES FOR THE EFFECTIVE PARTICIPATION OF STUDENTS WITH INTELLECTUAL DISABILITIES AND NEURODEVELOPMENTAL DISORDERS (ADHD AND ASD) IN MAINSTREAM CLASSROOMS

Abstract

This article aimed to analyze inclusive pedagogical strategies that enhance the participation and learning of students with intellectual disabilities and neurodevelopmental disorders, especially ADHD and ASD, in mainstream classrooms. The study sought to identify theoretically grounded educational practices that contribute to the effectiveness of school inclusion, considering recent advances in educational policies and research on neurodiversity. The methodology consisted of a bibliographic study based on a systematic review of scientific publications published between 2015 and 2025 in national and international databases, selected according to relevance, thematic alignment, and methodological rigor. The results indicate that visual supports, curriculum adaptation, collaborative teaching, Universal Design for Learning principles, assistive technologies, and active methodologies are effective strategies to increase engagement, reduce barriers, and promote student autonomy. It is concluded that school inclusion depends on diversified pedagogical interventions, intentional planning, and continuous teacher education, as well as on the expansion of empirical studies addressing the application of these strategies in everyday school contexts.