<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822026000100114</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v9i17.4901</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Neurodivergencia y educación actual. Desafíos docentes para una enseñanza inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Neurodivergence and current education. Teaching challenges for inclusive education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza-Vega]]></surname>
<given-names><![CDATA[Aracely Jacqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hurtado-Mendoza]]></surname>
<given-names><![CDATA[Nancy Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera-Morales]]></surname>
<given-names><![CDATA[Esthela Cecibel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarado-Salazar]]></surname>
<given-names><![CDATA[Anthony Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[Milagro Guayas]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[Milagro Guayas]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Piura Piura]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Bolivariana del Ecuador  ]]></institution>
<addr-line><![CDATA[Durán Guayas]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>114</fpage>
<lpage>129</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822026000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822026000100114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822026000100114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigación tuvo como propósito analizar la neurodivergencia y la educación actual desde los desafíos docentes para una enseñanza inclusiva. Como metodología, se consideró un enfoque cualitativo de tipo documental, empleando como técnica la revisión documental aunada al análisis de contenido y, como instrumento, las matrices categoriales. Para tal análisis, se seleccionaron 15 estudios realizados en los últimos 6 años correspondientes a revistas indexadas en Scielo, Scopus y Web of Science. Entre los resultados, los autores expusieron haber enfrentado desafíos relacionados con la aplicación de estrategias propicias para lograr comunicación social, el desarrollo socioemocional, el fortalecimiento de la creatividad, la demostración de talentos, abarcando condiciones como el TEA, TDAH, la dispraxia u otras para su inclusión en el contexto educativo. Por ende, se concluyó que el esfuerzo de los docentes por mejorar el proceso de enseñanza neurodivergente ha contribuido a enriquecer la diversidad humana desde visiones innovadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of the research was to analyze neurodivergence and current education from the perspective of the challenges faced by teachers in providing inclusive education. As a methodology, a qualitative documentary approach was considered, using document review combined with content analysis as a technique and categorical matrices as an instrument. For this analysis, 15 studies conducted in the last 6 years were selected from journals indexed in Scielo, Scopus, and Web of Science. Among the results, the authors reported having faced challenges related to the application of strategies conducive to achieving social communication, socio-emotional development, strengthening creativity, and demonstrating talents, covering conditions such as ASD, ADHD, dyspraxia, and others for their inclusion in the educational context. Therefore, it was concluded that teachers' efforts to improve the neurodivergent teaching process have contributed to enriching human diversity through innovative approaches.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Neurodivergencia]]></kwd>
<kwd lng="es"><![CDATA[educación actual]]></kwd>
<kwd lng="es"><![CDATA[desafíos docentes]]></kwd>
<kwd lng="es"><![CDATA[enseñanza inclusiva.]]></kwd>
<kwd lng="en"><![CDATA[Neurodivergence]]></kwd>
<kwd lng="en"><![CDATA[current education]]></kwd>
<kwd lng="en"><![CDATA[teaching challenges]]></kwd>
<kwd lng="en"><![CDATA[inclusive teaching.]]></kwd>
</kwd-group>
</article-meta>
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