NEURODIVERSITY, SCHOOL, AND INTRAFAMILIAL RELATIONSHIPS: ADHD AND HIGH ABILITIES AS NEURODEVELOPMENTAL SINGULARITIES THAT REQUIRE INCLUSIVE PEDAGOGICAL PRACTICES AND ARTICULATION BETWEEN SCHOOL AND FAMILY
DOI:
https://doi.org/10.56238/arev8n3-003Keywords:
Neurodiversity, Inclusive Education, Intrafamilial Relationships, ADHD and High AbilitiesAbstract
The contemporary debate on inclusive education has advanced significantly by recognizing that differences in neurodevelopment do not constitute deviations to be corrected, but rather legitimate expressions of human diversity. Within this framework, Attention Deficit Hyperactivity Disorder (ADHD) and high abilities/giftedness are understood not merely as diagnostic categories, but as specific modes of cognitive, emotional, and behavioral functioning that interact with school expectations, pedagogical practices, and intrafamilial dynamics. However, despite normative advances in the field of inclusion, challenges persist in constructing strategies that move beyond both excessive medicalization and the romanticization of high abilities, effectively promoting educational environments responsive to neurodevelopmental singularities. In this context, the present article analyzes inclusive pedagogical practices aimed at students with ADHD and high abilities, as well as the modes of articulation between school and family in the construction of more equitable and dialogical educational trajectories. The guiding research question is: how can the articulation between inclusive pedagogical practices and intrafamilial relationships contribute to the recognition, inclusion, and full development of students with ADHD and high abilities, while preventing processes of stigmatization, invisibilization, or school maladjustment? Theoretically, the study draws on the works of Bronfenbrenner (1981; 2004), Vygotsky (1991; 1997; 2001), Mantoan (2003; 2010), Conrad (1992; 2006), Rose (1999; 2013), Singer (2016), Armstrong (2011; 2012; 2017), Gardner (2000; 2006; 2011), Hacking (1998; 1999), Dabrowski (1967), Silverman (2012), Renzulli and Reis (2016), Webb, Gore and Amend (2007), Florian (2013), Black-Hawkins, Florian and Rouse (2007), Mitchell (2007), Barkley (2005; 2012), Brown (2013; 2017), Goldstein, Naglieri and Princiotta (2014), Sparrow and Erhardt (2014), Hallowell and Ratey (2005; 2011; 2013; 2021), Parker (2001), Greene (2005; 2014; 2016), Epstein (2018), Goleman (2006), and Faber and Mazlish (1999). The research adopts a qualitative approach (Minayo, 2007), is descriptive and bibliographic in nature (Gil, 2008), and employs a comprehensive analytical perspective (Weber, 1949). Findings indicate that dialogical articulation between inclusive pedagogical practices and intrafamilial relationships fosters recognition of neurodevelopmental singularities, strengthens self-esteem, and promotes progressive autonomy among students with ADHD and high abilities. Overcoming labels, aligning expectations between school and family, and building interdisciplinary support networks emerged as decisive elements in preventing stigmatization and school maladjustment. In this context, inclusion is consolidated as a practice of social justice, sustained by shared responsibility, welcoming language, and flexible pedagogical strategies.
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