Neurodiversity in education, the inclusion that is not seen
DOI:
https://doi.org/10.56294/neuro2026292Keywords:
neurodiversity, inclusive education, mental health, educational policiesAbstract
Introduction: The Salamanca Statement established an international framework to guarantee the universal right to education, promoting the inclusion of people with disabilities and neurodiversities. However, the persistent conceptual confusion between inclusion, integration, and equality continues to generate gaps that harm various population groups in the Mexican educational sphere. Development: Over the last few decades, educational policies in Mexico have incorporated principles of equity and inclusion through various sectoral plans and programs. However, implementation has been marked by segregating practices, institutional precariousness, and administrative limitations in special education and inclusion services, such as CAM, USAER, and UDEEI. In this context, neurodiversity continues to be approached from a deficit logic, obscuring strengths, adaptive capacities, and the central role of mental health in educational processes. Conclusions: The consolidation of truly inclusive education requires a sustained paradigm shift that recognizes neurodiversity from a human rights perspective, strengthens mental health, and eliminates stigma, promoting social justice and educational equity at all levels.
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