Inclusive Education for Neurodivergent Learners: Global Strategies and Success Stories—A Speech-Language Pathology Perspective

Purpose: This clinical focus article explores how speech-language pathologists support inclusive education for neurodivergent learners across global contexts using case studies from the United States, Jamaica, and Brazil. It highlights strategies that affirm neurodiversity and promote culturally responsive practices. Method: This study used qualitative case analysis to examine speech-language pathology–led inclusive practices in each country. Data were collected through interviews, policy reviews, clinical artifacts, and reflective narratives. A cross-case thematic analysis identified shared patterns in how cultural, systemic, and legal contexts influence service delivery. Results: Four key themes emerged: Theme A: student-centered strengths and interests, Theme B: inclusive practices and social learning, Theme C: supports and accommodations, and Theme D: systemic advocacy and equity. Speech-language pathologists (SLPs) across countries highlighted collaboration, cultural responsiveness, and equitable access. However, disparities in resources, training, and legal support shaped the implementation of inclusive services. Conclusions: SLPs worldwide and across diverse contexts face common challenges yet consistently seek opportunities to support neurodivergent learners in more inclusive educational environments. This clinical focus article highlights best practices and emphasizes cultural responsiveness, neurodiversity-affirming approaches, and advocacy to improve education for neurodivergent learners.