Neurodiversity and the Transformation of Teaching Practices: Educational Intervention Approaches for Developing Cognitive, Social and Communication Skills

Abstract

Neurodiversity provides a means of understanding individual differences in cognitive functioning, communication, social interaction and self-regulation, highlighting the need to transform teaching practices through inclusive educational approaches. This work analysed educational intervention approaches associated with neurodiversity and their contribution to transforming teaching and developing cognitive, social and communication skills in students with diverse learning profiles. A qualitative, descriptive and interpretative approach was adopted through a systematic review guided by the PRISMA 2020 guidelines. The academic search considered specialised sources and documents relating to inclusive teaching strategies, curriculum accessibility and responses to individual differences. The findings highlighted the importance of diversifying teaching resources, sequencing instructions, incorporating visual supports, providing alternative means of communication and promoting collaborative activities. These approaches were associated with more flexible planning, the identification of educational barriers and expanded opportunities for participation. It was concluded that responding to neurodiversity requires teaching practices that can be adapted to students’ individual characteristics, without assuming that the same strategy will meet every need equally effectively. Educational inclusion involves recognising individual strengths and fostering accessible conditions that support holistic development.