INCLUSIVE EDUCATION AND NEURODIVERSITY IN BASIC EDUCATION: PEDAGOGICAL CHALLENGES AND PRACTICES OF CARE

Abstract

The expansion of discussions on inclusive education in basic schooling has highlighted the need to rethink pedagogical conceptions historically guided by the homogenization of subjects and learning processes. In this context, the notion of neurodiversity emerges as a relevant theoretical framework by shifting the understanding of cognitive differences from a deficit-based perspective to the recognition of human diversity. Neuroatypical students, such as those with Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, and other neurodivergent conditions, challenge schools to develop pedagogical practices that acknowledge diverse ways of learning, interacting, and producing meaning. This chapter aims to discuss the theoretical foundations of inclusive education articulated with the perspective of neurodiversity, analyzing pedagogical, curricular, and teacher education challenges in basic education. Grounded in contributions from critical education theorists, inclusive pedagogy, and curriculum sociology, the text problematizes teaching work, school organization, and assessment practices, arguing that inclusion constitutes an ethical, political, and pedagogical project. It is argued that the implementation of inclusive practices requires not only methodological adaptations but also a structural shift in conceptions of teaching, learning, and difference, guided by educational justice and the recognition of learners’ singularities.

DOI: https://doi.org/10.56238/sevened2026.004-019