In this audiovisual learning resource from the UOC, an expert presents five educational psychology-informed support strategies for students with neurodevelopmental disorders.

^{García, C. [Cristina]. (2023). Estratègies de suport psicoeducatiu a l'alumnat amb trastorns del neurodesenvolupament [audiovisual learning resource]. Fundació Universitat Oberta de Catalunya (FUOC).} 

In this audiovisual learning resource from the UOC, an expert outlines several educational psychology-informed support strategies for students with learning difficulties and disorders.

^{Garau, M. [María]. (2023). Estratègies de suport psicoeducatiu a l'alumnat amb dificultats i trastorns específics d’aprenentatge [audiovisual learning resource]. Fundació Universitat Oberta de Catalunya (FUOC).}

This audiovisual learning resource from the UOC explores the personal and professional challenges involved in accommodating diversity in education.

^{Morales-Hidalgo, P. [Paula], Barnils, E. [Elisabet] & Cordero, D. [David]. (2025). Reptes personals i professionals en l'atenció a la diversitat [audiovisual learning resource]. Fundació Universitat Oberta de Catalunya (FUOC).}

This UOC learning resource offers an analysis of autism spectrum disorder (ASD), covering its definition, causes, development, learning and educational strategies from early childhood to secondary education.

^{Bejarano, A. [Álvaro] & Canal, R. [Ricardo]. (2021). L'alumnat amb trastorn de l'espectre autista [textual learning resource]. Fundació Universitat Oberta de Catalunya (FUOC).} 

A UOC resource on evidence-based strategies for creating an inclusive and structured school environment that supports the learning and socialization of students with autism.

^{Saldaña, D. [David], Álvarez, R. M. [Rosa María], Rivero, M. [Miriam] & Valdés, M. [Marta]. (2021). Estratègies per a la inclusió educativa de l’alumnat amb autisme [textual learning resource]. Fundació Universitat Oberta de Catalunya (FUOC).} 

A UOC resource on attention deficit hyperactivity disorder (ADHD) covering its definition, causes, comorbidities, educational impact, classroom strategies and guidance for effective educational intervention.

^{Amador, J. A. [Juan Antonio], Mena, B. [Beatriz], Salat, L. [Laia] & Krieger, V. [Virginia]. (2021). L'alumnat amb dèficits i trastorns de l'atenció [textual learning resource]. Fundació Universitat Oberta de Catalunya (FUOC).}

A UOC resource on intellectual disability addressing school inclusion, person-centred planning, functional teaching, and behavioural and learning support.

^{Font, J. [Josep]. (2021). Estratègies de suport educatiu per a l'alumnat amb discapacitat intel·lectual [textual learning resource]. Fundació Universitat Oberta de Catalunya (FUOC).} 

A book chapter discussing developmental language disorder (DLD) within the context of inclusive schooling.

^{Ahufinger, N. [Nadia] & Balboa-Castells, R. [Raquel]. (2023). El trastorno del desarrollo del lenguaje en la escuela inclusiva. A M. [Mònica] Sanz-Torrent & L. [Llorenç] Andreu (Eds.), El trastorno del desarrollo del lenguaje (TDL): Una mirada desde la investigación hacia la práctica (p. 207-234). Pirámide.}

A tool for planning teaching units adapted to students with different abilities and learning styles. It promotes shared learning experiences within an inclusive environment. Developed by Schultz and Turnbull in 1984, it has been used in inclusive education ever since.

This audiovisual learning resource from the UOC features an interview with an educational psychologist from the Government of Catalonia's Ministry of Education. The psychologist discusses social inclusion and emotional well-being for students with neurodevelopmental disorders.

^{Morales-Hidalgo, P. [Paula] & Alemany, M. J. [Maria Josep]. (2023). Inclusió social i benestar emocional de l'alumnat amb trastorns del neurodesenvolupament [audiovisual learning resource]. Fundació Universitat Oberta de Catalunya (FUOC).} 

This qualitative study brings together the voices of 40 students with learning difficulties (LDs) in US high schools, exploring their experiences in inclusive classrooms. It identifies teaching characteristics and pedagogical skills that either facilitate or impede learning.

^{Connor, D. J. [David J.] & Cavendish, W. [Wendy]. (2018). ‘Sit in my seat’: perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms. International Journal of Inclusive Education, 24(3), 288–309. https://doi.org/10.1080/13603116.2018.1459888}

The document analyses the emotional well-being of children and young people with autism spectrum disorder (ASD), highlighting their vulnerability to stress, stigma and difficulties with emotion regulation. It proposes person-centred interventions, structured environments and emotional support to improve quality of life.

Developmental language disorder (DLD) affects language comprehension and expression, impacting children's emotional and social development. Typically identified between the ages of three and five, it requires a differential diagnosis. Early intervention and a coordinated approach involving the family and school are key to improving communication and well-being.

This article describes the emotional distress experienced by children and adolescents with developmental language disorder (DLD), who exhibit higher levels of anxiety, depression, isolation and aggression than their peers. This suffering can be severe, highlighting the need for preventative programmes that address linguistic and socio-emotional challenges simultaneously.

^{Ahufinger, N. [Nadia], Aguilera, M. [Mari], Guerra, E. [Ernesto], Giberga, A. [Albert], Verdaguer-Ribas, O. [Oriol], Balboa-Castells, R. [Raquel], Andreu, Ll. [Llorenç], Esteve-Gibert, N. [Núria] & Sanz-Torrent, M. [Mònica]. (2025). Emotional suffering in school-aged children and adolescents with and without developmental language disorder Emotional suffering in school-aged children and adolescents with and without developmental language disorder. Acta Psychologica, 255, 104927. https://doi.org/10.1016/j.actpsy.2025.104927} 

This article examines emotional difficulties in children with neurodevelopmental disorders (NDDs). Children with NDDs, particularly those with a diagnosis of both attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD), display higher levels of anxiety and depression than those without a diagnosis. Early detection and intervention are crucial to improving outcomes.

^{Morales-Hidalgo, P. [Paula], Voltas-Moreso, N. [Núria], Hernández-Martínez, C. [Carmen] & Canals-Sans, J. [Josefa]. (2023). Emotional problems in preschool and school-aged children with neurodevelopmental disorders in Spain: EPINED epidemiological project. Research in Developmental Disabilities, 135, 104454. https://doi.org/10.1016/j.ridd.2023.104454}

This Plena Inclusión platform offers materials on mental health and intellectual disability, including guides, videos and pictograms. These resources support self-management and understanding, provide access to services, and promote communication and autonomy for people with intellectual disabilities.

This guide from the Autism Seville Association provides strategies to support the inclusion of students with autism spectrum disorder (ASD) during school breaks. It offers teachers and peers practical advice on fostering social skills and interaction in unstructured environments.

This AETAPI guide highlights the need for tailored support for women with autism spectrum disorder (ASD), taking into account their differing symptomatology and social camouflaging, which often hinders diagnosis. It emphasizes the importance of training professionals to better identify and treat these women.

This UOC article highlights how girls with developmental language disorder (DLD) are often overlooked because their symptoms tend to be less noticeable than those of boys. This can delay diagnosis and support, negatively impacting their academic and emotional development. The article calls for early detection and greater awareness to improve these girls' quality of life.

This article reviews the barriers that hinder autism diagnosis in girls and young women under 21. Six gender-related symptom themes and five parent-perceived barriers are identified, including compensatory behaviours and clinical bias. The article stresses the need to improve recognition of autism in girls and women.

^{Lockwood, E. G. [Estrin Georgia], Milner, V. [Victoria], Spain, D. [Debbie], Happe, F. [Francesca] & Colvert, E. [Emma]. (2021). Barriers to Autism Spectrum Disorder Diagnosis for Young Women and Girls: a Systematic Review. Review Journal of Autism and Developmental Disorders, 8, 454–470. https://doi.org/10.1007/s40489-020-00225-8} 

This article discusses the underdiagnosis of attention deficit hyperactivity disorder (ADHD) in women, which is attributed to biases and differences in symptoms, such as subtler presentations and comorbidities. It proposes a guide based on expert consensus to improve the recognition, assessment and treatment of ADHD in girls and women throughout their lives, taking into account their specific needs

^{Young, S. [Susan], Adamo, N. [Nicoletta], Ásgeirsdóttir, B. B. [Bryndís Björk], Branney, P. [Polly], Beckett, M. [Michelle], Colley, W. [William], Cubbin, S. [Sally], Deeley, Q. [Quinton], Farrag, E. [Emad], Gudjonsson, G. [Gisli], Hill, P. [Peter], Hollingdale, J. [Jack], Kilic, O. [Ozge], Lloyd, T. [Tony], Mason, P. [Peter], Paliokosta, E. [Eleni], Perecherla, S. [Sri], Sedgwick, J. [Jane], Skirrow, C. [Caroline], Tierney, K. [Kevin], van Rensburg, K. [Kobus] & Woodhouse, E. [Emma]. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/ hyperactivity disorder in girls and women. BMC Psychiatry, 20, 1-27. https://doi.org/10.1186/s12888-020-02707-9} 

This article examines the impact of sexist stereotypes on the diagnosis and assessment of developmental language disorder (DLD), particularly in girls, who are often overlooked. It advocates a feminist, interdisciplinary approach to counter androcentric bias and ensure equitable identification and treatment.

^{Ahufinger, N. [Nadia] & Aguilera, M. [Mari]. (2022). El impacto de los estereotipos sexistas en el estudio, detección y evaluación del Trastorno del Desarrollo del Lenguaje: Propuestas para su abordaje desde una perspectiva feminista. Revista Chilena de Fonoaudiología, 21(2), 1-18. https://doi.org/10.5354/0719-4692.2022.68921}

This article advocates for a philosophical shift in medical education to value and integrate neurodiversity, recognizing and respecting different ways of thinking and learning as part of an inclusive and enriching approach.

^{Shaw, S. C. K. [Sebastian Charles Keith], Brown, M. E. L. [Megan E. L.], Jain, N. R. [Neera R.], George, R. E. [Riya Elizabeth], Bernard, S. [Sarah], Godfrey‐Harris, M. [Megan] & Doherty, M. [Mary]. (2025). When I say … neurodiversity paradigm. Medical Education, 59(5), 466–468. https://doi.org/10.1111/medu.15565} 

This publication explains that neurodiversity is a natural variation of the human brain, not a disorder. It argues that there is no such thing as a "normal" brain and that society plays a role in shaping perceptions of difference. It promotes inclusion and respect for neurodivergent identities.

This article criticizes the tendency in autism support to encourage people to imitate non-autistic behaviour, a potentially harmful practice known as normalization. It proposes an affirmative neurodiversity model that includes access to professionals with autism in order to end normalization and embrace difference.

^{Zaks, Z. [Zosia]. (2025). Moving to a neurodiversity-affirming paradigm in the support system: Autistic professionals As paradigm change. Neurodiversity, 3. https://doi.org/10.1177/27546330241294138}

 This article defends neurodiversity as a natural and healthy form of cognitive biodiversity, as opposed to medical models that pathologize mental differences. It puts forward an ecological model that values relational and collective functioning, offering a richer understanding of mental processes, particularly in relation to autism.

^{Chapman, R. [Robert]. (2021). Neurodiversity and the Social Ecology of Mental Functions. Perspectives on Psychological Science, 16(6), 1360-1372. https://doi.org/10.1177/1745691620959833}

 FASCAT advocates for the rights and quality of life of people with autism spectrum disorder (ASD) in Catalonia, providing support, information and resources to families, professionals and organizations. It works to promote educational, social and workplace inclusion.

This organization offers services and resources for individuals with autism spectrum disorder (ASD) and their families. It promotes social, educational and workplace inclusion through care programmes, training and awareness-raising initiatives to improve quality of life.

A national umbrella organization bringing together ASD-focused entities across Spain. It works to raise visibility, defend rights, support families and promote research. It also provides training and specialized services for social and educational inclusion.

An organization that supports individuals with Asperger syndrome and their families by offering resources, guidance and training. It fosters social awareness and inclusion through tailored initiatives.

A Spanish organization made up entirely of women with autism spectrum disorder (ASD). Its mission is to promote visibility, defend rights and support the well-being of girls and women with ASD, with a focus on achieving full social inclusion.

AETAPI brings together experts and specialists to advance research, training and service quality for people with autism spectrum disorder (ASD). It also promotes professional best practices across the sector.

An organization that supports individuals with dyslexia and other learning difficulties. It provides resources and guidance, advocates for educational rights, and promotes inclusion and public awareness.

The first non-profit Ibero-American organization, founded in Spain in 2001. It brings together families, adults and professionals connected to dyslexia, focusing on learning difficulties and the emotional impact of this condition in children and adults.

A federation of associations, professionals and families with a connection to dyslexia. It works to raise awareness, defend rights, and promote educational and workplace inclusion. It also supports training and research to improve diagnosis and support for people with dyslexia.

A Catalan organization that brings together associations supporting people with intellectual disabilities. It advocates for their rights, accessibility and social inclusion, and works to improve services and resources.

A national federation representing people with intellectual or developmental disabilities. It offers support, defends rights, and promotes full inclusion in society and the workforce.

A platform that coordinates organizations to defend the rights and interests of people with disabilities, influencing public policy and raising social awareness.

An association providing comprehensive support to people with intellectual disabilities and their families in Catalonia. It promotes inclusion, autonomy and social engagement through a variety of services and resources.

An organization dedicated to promoting the early diagnosis and intervention of developmental language disorder (DLD), as well as the educational and social inclusion of those affected. It offers family support and professional training and promotes research and awareness.

An organization that supports children and young people with language disorders, providing therapeutic interventions and guidance for families and professionals.

An organization that coordinates associations and offers support, training and resources for people with attention deficit hyperactivity disorder (ADHD) and their families.

An organization that brings together associations dedicated to attention deficit hyperactivity disorder (ADHD). It provides information and support and advocates for the rights of people with ADHD. It also runs inclusion programmes and offers specialized care.