SUSTAINABLE NEUROPLANNING TO MEET INCLUSIVE LEARNING NEEDS: intellectual, physical, and psychomotor

Abstract

Traditional educational planning often ignores the biological limitations of the brain. Sustainable neuroplanning emerges as a response to the need to optimize learning without exhausting students' cognitive and emotional resources. Sustainability refers not only to the external environment but also to neural sustainability, that is, the ability to maintain learning throughout life without leading to burnout. For this to occur, planning must be inclusive, recognizing that each brain processes information, movements, and sensory stimuli in a unique way. In this sense, the objective of this article is to disseminate, through a literature review and current legislation, the need to welcome, educate, and support students with disabilities so that they can exercise their citizenship, treating everyone as equals in the exact proportion of their inequality. The method adopted relies on extensive literature research and consultations with printed materials from the postgraduate course in Special Education with Emphasis on Intellectual Disability, using assistive resources and technologies necessary for their literacy. As a result, a PESTEL analysis and discussions were conducted to further disseminate information about the needs of students with disabilities, and especially to identify the resources and assistive technologies necessary for their literacy, concluding with the premise that education is for everyone.