NEURODIVERSITY IN EARLY CHILDHOOD: CURRICULUM ADAPTATIONS FOR MULTILINGUAL CONTEXTS

Abstract

Neurodiversity in early childhood has become a central theme in contemporary educational discussions, as it highlights the plurality of cognitive, communicative, and social development forms present in children from the earliest years of life. In the context of early childhood education, this diversity poses challenges to curriculum organization and pedagogical practices, requiring approaches that respect individual singularities and effectively promote school inclusion. In multilingual environments, these challenges become more complex, as learning occurs through different languages and symbolic systems, demanding curricular adaptations that are sensitive to the linguistic and cultural dimensions of child development. This study aims to analyze, through a bibliographic review, curricular adaptations directed toward the education of neurodivergent children in early childhood within multilingual contexts, seeking to understand their contributions to the promotion of inclusive education and to children’s integral development. The findings indicate that flexible pedagogical practices, qualified teaching mediation, and accessible curriculum organization are essential elements for the consolidation of inclusive education, reinforcing the importance of educational policies and practices committed to the right to learning from the earliest years of schooling.