TEACHER TRAINING, NEURODIVERSITY, AND SCHOOL INCLUSION: THE ROLE OF EDUCATIONAL PSYCHOLOGY

Abstract

This study analyzes the role of educational psychology in teacher training to promote the inclusion of neurodivergent students in schools, integrating pedagogical, institutional, and training dimensions. It is based on the assumption that the implementation of inclusive education depends not only on regulatory guidelines but also on teachers’ ability to interpret and apply pedagogical practices that are sensitive to cognitive diversity. Methodologically, an integrative literature review was conducted, based on a structured protocol and explicit selection criteria, covering national and international scientific publications released between 2015 and 2024. The analysis of the studies identified three central themes: 1) gaps in initial and continuing teacher training for working with neurodiversity; 2) educational psychology as a mediator in identifying specific educational needs and developing inclusive pedagogical strategies; and 3) the importance of interdisciplinary and collaborative approaches in the school environment. The results indicate that, although there have been advances in recognizing inclusion as an educational principle, structural limitations persist that compromise its effectiveness, especially with regard to teacher preparation. It can be concluded that educational psychology plays a strategic role in enhancing teaching practice, contributing to the creation of more equitable educational environments, provided it is integrated with policies for ongoing teacher training that are institutionally supported.