Resumen

MENDOZA-VEGA, Aracely Jacqueline; HURTADO-MENDOZA, Nancy Rosario; VERA-MORALES, Esthela Cecibel  y  ALVARADO-SALAZAR, Anthony Andrés. Neurodivergence and current education. Teaching challenges for inclusive education. Episteme Koinonía [online]. 2026, vol.9, n.17, pp.114-129.  Epub 30-Jun-2026. ISSN 2665-0282.  https://doi.org/10.35381/e.k.v9i17.4901.

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.

Palabras clave : Neurodivergence; current education; teaching challenges; inclusive teaching..

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