Inclusive Learning for Neurodiverse Students in Primary Education: Definitions, Current Deficiencies, and Potential Adjustments to Classroom Learning
In this evidence-based synthesis paper, I reviewed findings from 15 empirical studies published between 2023 and 2025, with the intention of understanding primary classroom settings and inclusive learning for the neurodiverse community. It is important to understand what neurodiversity is as well as some of the common types of neurodiverse disorders that are presented in education. Many of these studies outline the differences in processing information, cognitive changes, and behavioral differences between individuals with different neurodiverse disorders. Disorders such as attention deficient hyperactivity disorder (ADHD), autism, down syndrome, and dyslexia are some of the commonly seen neurodevelopmental disorders in primary education, which is why more adjustments to pedagogy and sensory-aware classrooms are noted in these studies. This research highlights setbacks and deficiencies in the current learning styles for elementary students both neurodiverse and neurotypical. Understanding these classroom presentations is important to create steps in new learning strategies such as school-connectedness. Support from teachers and classmates, the importance of physical education, collaborative work, and avoiding demeaning labels are all ways in which teachers can be more inclusive towards their neurodiverse students. Furthermore, researchers recognize the importance of educational staff understanding neurodiverse disorders, specifically to increase engagement in the classroom, grow their academic success, and set up neurodiverse students for an equal opportunity future.
PSY 499, Senior Capstone
Erin Mueller
Goodrich 209
2 – 2:30 PM