NEURODEVELOPMENTAL DISORDERS AND INCLUSIVE EDUCATION: A REVIEW OF EVIDENCE, CLASSROOM PRACTICES, AND A SCHOOL-BASED FRAMEWORK

Abstract

Neurodevelopmental disorders (NDDs) such as autism spectrum disorder, attention-deficit/hyperactivity disorder, specific learning disorder, and intellectual disability significantly influence children’s academic achievement, social participation, and emotional wellbeing within school settings. Inclusive education seeks to address learner diversity by ensuring equitable access, meaningful participation, and appropriate support for all students within mainstream classrooms. This review paper examines the educational relevance of neurodevelopmental disorders and critically analyses evidence-based inclusive practices that support learners with diverse developmental needs. Drawing on existing literature, the paper highlights the role of Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS), individualized education plans, behavioural and self-regulation strategies, peer-mediated approaches, and assistive technology in reducing barriers to learning. The review further discusses systemic and attitudinal challenges to inclusion, emphasizing the need to shift from deficit-oriented models toward neurodiversity-informed and strengths-based practices. The paper concludes that sustainable inclusive education requires coordinated school-wide frameworks, teacher capacity-building, collaborative family–school partnerships, and assessment systems that prioritize participation, progress, and wellbeing alongside academic outcomes.