TRAINING TEACHERS FOR NEUROINCLUSIVE EDUCATION: CHALLENGES AND PERSPECTIVES

Abstract

The article analyzed the relationship between neuroscience, inclusive education and digital technologies, with the aim of investigating how teacher training can be improved to meet the cognitive diversity of students. The topic of neuroinclusive education was addressed as an innovative approach that uses knowledge about brain plasticity to create more effective and inclusive pedagogical strategies. The methodology was based on bibliographic research, carried out through a survey of articles, books, and studies in databases such as Scielo, focusing on publications between 2000 and 2024. Inclusion and exclusion criteria were adopted based on thematic relevance, timeliness, and quality of the sources. The analyses showed that the integration of digital technologies and pedagogical practices based on neuroscience can promote the inclusion of students with Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), dyslexia and high abilities/giftedness. The study also highlighted the importance of Individualized Educational Planning (IEP) and continuing education for teachers, as indispensable strategies to overcome structural and cultural barriers in inclusive education. It was concluded that the construction of a truly inclusive school depends on collaborative efforts between educators, managers, universities and public policy makers. In addition, the need for future research to evaluate the effectiveness of neuroinclusive practices in different school contexts was pointed out. Thus, the article contributed to broaden the debate on neuroinclusive education and its transformative potential.