La percepción docente de las prácticas bilingües a estudiantes neuro divergentes de secundaria

Abstract

This study analyzes teachers’ perceptions of bilingual practices aimed at neurodivergent secondary school students in bilingual learning environments, based on an academic gap regarding how teachers understand their praxis in each educational context. To this end, three fundamental axes are addressed: teachers’ knowledge of neurodiversity, the pedagogical strategies implemented, and the challenges and opportunities associated with inclusive education in bilingual settings. The study was conducted using a qualitative, exploratory-descriptive approach, employing data collection tools such as a questionnaire, an observation guide, and an analysis matrix. Regarding knowledge of neurodiversity, it is evident that teachers have a general understanding of the concept and can identify conditions such as ADHD, autism, and dyslexia. In terms of pedagogical strategies, teachers use resources such as visual supports, dynamic activities, collaborative work, and content contextualization, all of which promote meaningful learning; however, these practices do not necessarily respond to a planned inclusive approach since most of the teachers in the sample do not apply differentiated methodologies for this population, which limits their effectiveness in addressing the specific needs of neurodivergent students. Finally, the study highlights the need to more strongly integrate bilingual education, inclusive pedagogy, and neurodiversity studies. In this sense, it concludes that inclusion and educational quality must be conceived as inseparable elements, especially in contexts where cognitive diversity challenges traditional teaching models.