Inclusion of students with ADHD in urban and rural contexts from the perspective of Universal Design for Learning
DOI:
https://doi.org/10.64325/IJIP.v3i2.60Keywords:
ADHD, educational inclusion, Universal Design for Learning, teacher agency, urban-rural contextsAbstract
The educational inclusion of students with attention deficit hyperactivity disorder (ADHD) requires moving beyond approaches focused exclusively on individual characteristics and recognizing the influence of pedagogical, institutional, and territorial conditions. This essay critically analyzes the inclusion of students with ADHD in urban and rural contexts from the perspective of Universal Design for Learning (UDL). It argues that effective inclusive education depends not only on the availability of resources but also on the interaction between flexible pedagogical practices, teacher agency, institutional support, and contextual conditions. Drawing on specialized literature and regulatory frameworks, the essay examines the challenges associated with ADHD, the contributions of UDL, the inequalities and potential of urban and rural environments, and the gap between inclusive provisions and their daily implementation. Furthermore, it proposes the notion of pedagogical resilience to understand how teachers generate inclusive responses to concrete constraints, without placing the entire responsibility for the process on them. The essay concludes that inclusion requires sustained collaboration among teacher training, institutional management, families, and educational policy.
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Copyright (c) 2026 Indira Paola Parra Sánchez, Martha Isabel Reyes Araujo, Deisy de Jesús Arroyo Diaz (Author)
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