In the contemporary educational landscape, the imperative of inclusivity has evolved beyond traditional frameworks, necessitating a paradigmatic reconfiguration of pedagogical praxis in light of the burgeoning recognition of neurodiversity. This article critically interrogates the epistemological, pedagogical, and ethical foundations of inclusive education by situating cognitive variation—not as a deficit to be remediated, but as a natural and valuable manifestation of human diversity—within the broader discourse of transformative educational reform. Anchored in interdisciplinary perspectives spanning cognitive neuroscience, developmental psychology, critical disability studies, and sociocultural theory, the study proposes an integrative model for inclusive teaching that centers the lived experiences, cognitive profiles, and affective landscapes of neurodivergent learners.

Through a comprehensive review of contemporary empirical literature and policy frameworks, the article delineates the limitations of pathologizing diagnostic paradigms (e.g., DSM-5 categorizations of ADHD, autism spectrum conditions, dyslexia, and other learning differences) and interrogates the hegemonic norms of "neurotypical" schooling practices. It argues for a deconstruction of ableist pedagogical structures and a reconceptualization of learning environments that foster epistemic justice, curricular accessibility, and multimodal engagement. Furthermore, the paper articulates a theoretical scaffold for inclusive instruction grounded in Universal Design for Learning (UDL), dialogical pedagogy, and trauma-informed educational practices, emphasizing adaptability, relational attunement, and cognitive pluralism.

Methodologically, the article synthesizes findings from a mixed-methods corpus comprising neurocognitive research, ethnographic studies in inclusive classrooms, and qualitative narratives from neurodivergent students and educators. This triangulated approach illuminates the microdynamics of inclusive pedagogy in action, revealing how differentiated instruction, assistive technologies, metacognitive scaffolding, and socio-emotional supports can radically alter the trajectories of marginalized learners. In doing so, the study foregrounds the ethical necessity of cultivating pedagogical ecologies that are not merely accommodating but genuinely co-constructed and participatory.

The findings underscore the urgency of reframing inclusive education as a political, moral, and cognitive imperative in the age of neurodiversity. Rather than perpetuating reductive accommodationist models, educators are called to enact pedagogies of reciprocity and mutual transformation, wherein the neurodivergent presence is not tolerated at the margins but centered as a source of epistemic innovation and pedagogical insight. Ultimately, the article advances a vision of inclusive education as a dynamic, justice-oriented praxis that challenges normative epistemologies and reclaims the radical potential of schools as sites of democratic co-learning.

Keywords: Neurodiversity, inclusive pedagogy, cognitive variation, universal design for learning (UDL), educational justice.