Neurodivergencia y Tecnología Adaptativa en Aulas del Futuro: Neurodivergence and Adaptive Technology in Classrooms of the Future

Oscar Antonio Martínez Molina

doi:10.29394/Scientific.issn.2542-2987.2025.10.38.0.10-31

Authors

Oscar Antonio Martínez Molina Universidad Nacional de Educación, UNAE https://orcid.org/0000-0003-1123-5553

DOI:

https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.38.0.10-31

Keywords:

inclusive education, educational technology, educational needs, pedagogical innovation, universal design for learning

Abstract

Neurodivergence represents a natural variation in human cognitive functioning that includes conditions such as Autism Spectrum Disorder, ADHD, dyslexia, and other neurological differences affecting approximately 15% to 20% of the student population. This document critically examines how adaptive technologies can transform future classrooms into truly inclusive spaces, based on the neurodiversity paradigm that rejects the traditional deficit medical model. Various categories of adaptive technologies are analyzed -from cognitive accessibility tools to artificial intelligence-based learning platforms and virtual reality environments- evaluating their applicability for different neurodivergent profiles. Research developed by Griful-Freixenet, Struyven, Verstichele and Andries (2017): identified institutional resistance and lack of teacher training as main barriers to Universal Design for Learning in higher education. Systematic analysis conducted by Valencia, Rusu, Quiñones y Jamet (2019): revealed that technologies not only facilitate academic access but also promote development of social skills and autonomy in people with autism. As evidenced by Parsons and Cobb (2011): virtual reality environments provide safe and controlled spaces for social skills development in autistic children. Findings by Hassani, Nahvi and Ahmadi (2016): confirmed that intelligent virtual environments can personalize instruction according to individual performance. Conceptual framework proposed by Kostanjsek (2011): through International Classification of Functioning recognizes disability as interaction between individual characteristics and environmental factors. Narratives collected by Bolourian, Zeedyk and Blacher (2018): emphasized that technological and environmental adaptations make the difference between exclusion and academic success. Analysis reveals that effective implementation faces significant challenges: digital divide, inadequate teacher training, data privacy concerns, and economic sustainability.

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Author Biography

Oscar Antonio Martínez Molina, Universidad Nacional de Educación, UNAE

Nacido es San Cristóbal, estado Táchira, Venezuela, el 12 de octubre del año 1952. Residenciado en Cuenca, Ecuador. Licenciado en Educación Mención Orientación Educativa y Profesional por la Universidad de Los Andes (ULA), extensión Táchira, Venezuela; Magíster en Ciencias de la Educación Superior, Mención Andragogía por la Universidad Nacional Experimental de los Llanos Occidentales Ezequiel Zamora (UNELLEZ); Doctor en Educación Mención Suma Cum Laude de la Universidad de Málaga (UMA), España; Postdoctor en Estudios Libres de la Universidad Fermín Toro (UFT); Diplomado en Educación Abierta y a distancia por la Universidad Fermín Toro; Maestría de Experto Avanzado en E-learning por la Fundación para la Actualización Tecnológica de Latinoamérica (FATLA); Maestría de Experto en Tecnología Educativa nivel avanzado en la Fundación para la actualización tecnológica de Latinoamérica; Profesor Jubilado de la Universidad Nacional Abierta (UNA), Categoría Académica de Titular; Director de tesis doctorales y de maestría; Profesor investigador del Programa de Estímulo a la Innovación e Investigación en categoría “A-2”; Docente investigación de la Universidad Nacional de Educación (UNAE), Ecuador, Categoría principal 1; Coordinador del Grupo de Investigación GIET; Director Académico y de Operaciones de la Red Académica Internacional de Pedagogía e Investigación (RedINDTEC).

References

Bolourian, Y., Zeedyk, S., & Blacher, J. (2018). Autism and the university experience: Narratives from students with neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 48(10), 3330-3343, e-ISSN: 1573-3432. Retrieved from: https://doi.org/10.1007/s10803-018-3599-5

Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: Perceived barriers and opportunities of the Universal Design for Learning framework. Disability & Society, 32(10), 1627-1649, e-ISSN: 0968-7599. Retrieved from: https://doi.org/10.1080/09687599.2017.1365695

Hassani, K., Nahvi, A., & Ahmadi, A. (2016). Design and implementation of an intelligent virtual environment for improving speaking and listening skills. Interactive Learning Environments, 24(1), 252-271, e-ISSN: 1049-4820. United Kingdom: Taylor & Francis, Ltd.

Kostanjsek, N. (2011). Use of The International Classification of Functioning, Disability and Health (ICF) as a conceptual framework and common language for disability statistics and health information systems. BMC Public Health, 11(Suppl 4), 1-6, e-ISSN: 1471-2458. Retrieved from: https://doi.org/10.1186/1471-2458-11-S4-S3

Parsons, S., & Cobb, S. (2011). State-of-the-art of virtual reality technologies for children on the autism spectrum. European Journal of Special Needs Education, 26(3), 355-366, e-ISSN: 0885-6257. Retrieved from: https://doi.org/10.1080/08856257.2011.593831

Valencia, K., Rusu, C., Quiñones, D., & Jamet, E. (2019). The impact of technology on people with autism spectrum disorder: A systematic literature review. Sensors, 19(20), 1-22, e-ISSN: 1424-8220. Retrieved from: https://doi.org/10.3390/s19204485

Neurodivergence and Adaptive Technology in Classrooms of the Future