Universal Learning Design for students with neurodivergent differences for the protection of the human right to education.

Abstract

Globally, the human right of every person to receive an education is recognized, and the recognition of neurodivergence, which manifests in different ways of processing information and learning, is also essential. Therefore, universities need to adapt to the diversity of their students, rather than expecting neurodivergent students to conform to a predetermined neurotypical model. This study highlights the importance of applying Universal Design for Learning to maximize opportunities for all by adopting principles that enable faculty training in neuroinclusive pedagogies and the creation of an institutional culture that responds to the specific needs of neurodivergent students.