NEURODIVERSITY IN HIGHER EDUCATION: COGNITIVE MECHANISMS, GLOBAL CHRONOLOGY, AND PEDAGOGICAL STRATEGIES FOR ENGLISH LANGUAGE ACQUISITION
Ключевые слова:
Neurodiversity, Meta-analysis, ESL Acquisition, Cognitive Architecture, Chronological Comparative Review, Multi-sensory ScaffoldingАннотация
This systemic review and meta-analysis investigate the evolution of scientific paradigms surrounding neurodiversity in higher education, focusing on Autism Spectrum Disorder (ASD), ADHD, and dyslexia, with a specific emphasis on English as a Second Language (ESL) acquisition. Rejecting traditional medicalized defectology models, this paper synthesizes foundational and contemporary research (1998–2026) to map how neurodivergent cognitive frameworks process linguistic data. Through a comparative analysis of global chronological studies and pedagogical outcomes, we isolate specific cognitive bottlenecks in traditional communicative language teaching (CLT) frameworks. The paper identifies a significant research gap in the operationalization of neuroinclusive pedagogy within Central Asian higher education ecosystems. Based on the synthesized data, the author proposes a novel pedagogical framework—the Cognitive Scaffolding and Multi-Sensory Digital Integration (CS-MSDI) model. This theoretical and methodological architecture offers scalable solutions for local universities to transform neurodivergent cognitive variations into high-tier academic and linguistic assets
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