NEURODIVERSITY, INCLUSION AND INTERGENERATIONAL EDUCATION: POSSIBLE CONVERGENCES IN LIGHT OF LEARNING THEORIES

This article investigates the interfaces between neurodiversity, inclusive pedagogical practices, and intergenerational education, based on theories of human learning. The central research question is: how can the principles of learning theories—behaviorism, cognitivism, sociointeractionism, and humanism—support pedagogical practices that integrate inclusion and intergenerationality in contexts of neurodiversity? The study adopts a qualitative, bibliographic, and exploratory approach, using content analysis based on Bardin (2016). The corpus comprises classical works in the psychology of learning, Lefrançois (2016), Vygotsky (1998), Piaget (1994), Wallon (1995), Rogers (1986), as well as scientific articles published in national and international journals between 2010 and 2025. The findings demonstrate that Vygotsky's Zone of Proximal Development (ZPD), the concept of brain plasticity from cognitive neuroscience, and Rogers' humanistic contributions provide convergent foundations for inclusive intergenerational practices. The discussion indicates that school environments promoting interactions among generations enhance the cognitive, affective, and social development of neurodivergent students by providing qualified mediation, stable affective bonds, and diverse relational experiences. It is concluded that, by integrating neurodiversity and intergenerationality as pedagogical principles, schools expand their educational role and become spaces of recognition and belonging for all.