Abstract

SANCHEZ CAICEDO, Adriana Margarita; LOPEZ MOYANO, Orlando Vinicio  and  VIZCAINO ZUNIGA, Paulina Iveth. Inclusive education models for neurodivergent students. Revista InveCom [online]. 2025, vol.5, n.3, e050356.  Epub May 02, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.14484896.

This research analyzes the relationship between inclusive education models and the educational and social development of neurodivergent students, addressing both their strengths and areas for improvement. Despite the progress achieved, problems related to uneven implementation, lack of specialized teacher training and insufficient resources persist. These limitations directly affect the inclusive experience of students, especially in the social sphere. The aim of the study was to explore how inclusive models impact the development of neurodivergent students, identifying effective practices and critical aspects that require intervention. It was developed under a mixed approach, integrating both quantitative and qualitative elements to obtain a more complete understanding of the influence of inclusive education models on the educational and social development of neurodivergent students. The results revealed that accessibility and educational support are the highest rated dimension, with students recognizing the teaching effort and the use of adapted resources. However, social integration scored the lowest, showing an urgent need for strategies to strengthen peer interaction. Inclusive models must combine effective pedagogical resources with concrete actions to promote a more inclusive social environment. In addition, it is crucial that education systems promote policies that facilitate teacher training, remove structural barriers and promote a cultural shift towards true inclusion.

Keywords : inclusive education; neurodivergence; social integration.

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