NEURODIVERSITY AT SCHOOL: BREAKING DOWN BARRIERS AND BUILDING INCLUSIVE EDUCATION FOR ALL

Abstract

This article addressed the relevance of educational and digital inclusion for neurodivergent students, focusing on the contributions of assistive technologies and personalized pedagogical practices in the school environment. The aim was to investigate how neuroscience and adapted pedagogical strategies can promote equity and academic, social, and emotional development of these students. The study used a bibliographic research approach, based on Bastos and Keller (1995) and Gil (2002), with the purpose of clarifying fundamental aspects of the theme and organizing existing information to respond to the research problem. Topics such as the role of neuroscience in supporting neurodivergent students, strategies for the formation of innovative citizens, technological practices applied to inclusive teaching and concrete examples, such as the impact of the Wall-F adapted piano, were analyzed. The results showed that the personalization of teaching, when associated with assistive technologies, favored the learning, autonomy and social interaction of students, in addition to evidencing the importance of teacher preparation to ensure the effectiveness of these practices. However, the study also pointed out challenges, such as the need for continuing education for teachers and the analysis of the long-term impact of inclusive initiatives. It was concluded that the integration between technology, neuroscience and pedagogical practices constitutes an essential approach to transform the school environment into a more welcoming and equitable space, stimulating new research that delves into these issues.