The Evolution of Neuroinclusion: Historical and Semantic Perspectives in European Education

Oksana Shelever (), Yulia Ribtsun (), Volodymyr Shevchenko (), Svetlana Shevchenko (), Ruslana Soichuk () and Iryna Kuzava ()
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Oksana Shelever: Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Psychology, State University “Uzhhorod National University†, Uzhhorod, Ukraine
Yulia Ribtsun: PhD (Education), Senior researcher, Senior Researcher of the Department of Speech Therapy, Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine
Volodymyr Shevchenko: Doctor of Pedagogical Sciences, Senior Researcher, Professor of the M.D. Yarmachenko Chair of Deaf Education and Deaf Psychology at the Faculty of Special and Inclusive Education of the Mykhailo Drahomanov Ukrainian State University, Kyiv, Ukraine
Svetlana Shevchenko: Candidate of Pedagogical Sciences, Senior Researcher, Senior Researcher Institute for Pedagogy of the National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine
Ruslana Soichuk: Doctor of Science in Pedagogy, Full Professor, Head of the Department of Pedagogy of Primary, Inclusive and Higher Education, Rivne State University of Humanities, Rivne, Ukraine
Iryna Kuzava: Doctor of Pedagogical Sciences, Professor, Head of the Department of Special and Inclusive Education, Lesya Ukrainka Volyn National University, Lutsk, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2025, vol. 17, issue 2, 818-833

Abstract: The article explores the concept of inclusion within European pedagogy, with particular attention to its integration into the neuropsychological context. It examines the historical evolution of inclusive education, key conceptual shifts, and the current challenges that educators face. Emphasis is placed on the notion of neuroinclusion – a new approach aimed at integrating neurodivergent students into mainstream educational settings. This article addresses the timely and underexplored phenomenon of neuroinclusion in European pedagogy. It offers a detailed analysis of the concept’s evolution, its theoretical underpinnings, and its practical application in the educational process. Neuroinclusion, which merges insights from neuroscience with the principles of inclusive education, is gaining increasing relevance in today’s education. By understanding the neurobiological foundations of learning and development, educators can create more individualized and effective learning environments. The article traces the historical development of the neuroinclusion concept. It outlines its core ideas and foundational approaches. It also examines the current state of neuroinclusive practices in various European countries. Additionally, it discusses the main challenges and prospects related to implementing neuroinclusion in education.

Keywords: neuroinclusion; inclusive education; European pedagogy; neuropsychology; adaptation; cognitive features. (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:17:y:2025:i:2:p:818-833

DOI: 10.18662/rrem/17.2/1006

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