Integrating Neurodiversity Into Classroom Practices

Abstract

This chapter explores the shift towards integrating neurodiversity within inclusive education, highlighting the move from traditional teaching methods to approaches that recognize and cater to the diverse cognitive profiles of neurodivergent individuals such as those with autism, ADHD, and dyslexia. It discusses how this paradigm shift supports academic and personal development and respects the unique contributions of neurodivergent students. The chapter draws on recent research, such as studies by Clouder et al. (2020) and Hamilton and Petty (2023), which advocate for neurodiversity-affirmative pedagogies that incorporate Universal Design for Learning (UDL) and strengths-based strategies. These approaches promote an educational environment where cognitive diversity is recognized and valued, advancing students' learning experiences. The integration of neurodiversity into educational frameworks challenges existing norms and encourages the development of support systems that align with the actual needs of neurodivergent students.