Neurodiversity in the Classroom: Inclusive Teaching Strategies for ADHD and Autistic Students

Abstract

This paper explores inclusive teaching strategies to support students with Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) in modern classrooms. Traditional educational methods often fail to meet the needs of neurodivergent learners, resulting in academic and social barriers. By synthesizing current research, this study examines the impact of Universal Design for Learning (UDL), sensory-friendly environments, structured executive function support, and positive behavior interventions. The findings demonstrate that proactive, accommodation-based approaches significantly enhance student engagement, emotional regulation, and academic success. Ultimately, transitioning from a deficit-based model to an asset-based neurodiversity framework is vital for creating equitable and thriving educational environments for all students.