INCLUSIVE EDUCATION AND NEURODIVERSITY IN EARLY CHILDHOOD: PEDAGOGICAL CHALLENGES IN DIVERSE EDUCATIONAL SETTINGS

Abstract

Educational inclusion and neurodiversity in early childhood require an analytical framework with conceptual clarity and structural rigor that addresses pedagogical challenges in different contexts. Today, inclusion and neurodiversity in early childhood raise a series of questions regarding the development and unique characteristics of children’s learning trajectories, the support required, the role played by families, and the involvement of communities. Despite the interest generated, there is a scarcity of research that explicitly addresses the topic of inclusion and neurodiversity from early childhood. A conceptual and normative analysis of inclusion and neurodiversity, along with a review of the state of the art in recent research, allows for the identification and systematization of different categories of pedagogical challenges that arise in various educational settings. The methodology is based on a literature review aimed at producing a scientific essay that provides tools and strategies for teachers and parents to foster meaningful learning; each child’s learning is unique. Each child has strengths that can be nurtured and weaknesses that should be addressed. Therefore, an essential part of early childhood education is the identification and assessment of children who are most likely to be neurodiverse.