Open AccessNeurodiversity as a teaching tool for educational inclusion.
Author(s) -
Patricia Amezcua Aguilar,
Carmen Flores Melero,
Cristina Marín Perabá
Publication year - 2020
Publication title -
revista internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad/revista internacional de apoyo a la inclusión, logopedia, sociedad y multiculturalidad
Language(s) - English
Resource type - Journals
eISSN - 2603-9443
pISSN - 2387-0907
DOI - 10.17561/riai.v6.n1.08
Subject(s) - inclusion (mineral) , meaning (existential) , curriculum , sign (mathematics) , vocabulary , universal design for learning , mathematics education , psychology , field (mathematics) , vocabulary learning , pedagogy , linguistics , social psychology , mathematics , philosophy , mathematical analysis , pure mathematics , psychotherapist
Great teachers are characterized by the fact that they never stop learning, that is why terms such as the term "pluri-disability" must be in the vocabulary of any of the teachers in our country’s classrooms, the meaning of it, the characteristics it encompasses and those it does not, in order to include this type of student satisfactorily in the socio-academic field. In addition, teacher learning must be based on the inclusion of students, which is why sign language training is required for the complete well-being of students.Different studies in neuroscience show that there are no two equal brains, that is, each person presents a unique way of perceiving and analyzing information that contributes to how learning occurs. This has given way to the development of the paradigm called Universal Design for Learning, which makes it possible to create a curriculum accessible to all, favouring inclusion and equal opportunities.