Eurasian Journal of Social Sciences, Philosophy and Culture 6-jild 6-son (2026) · 32–37-betlar

NEURODIVERSITY IN HIGHER EDUCATION: COGNITIVE MECHANISMS, GLOBAL CHRONOLOGY, AND PEDAGOGICAL STRATEGIES FOR ENGLISH LANGUAGE ACQUISITION

Tukhtakulova, Dildora

DOI: 10.5281/zenodo.20625602 · Manbada o'qish → · PDF (manba serverida)

Annotatsiya

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

Neurodiversity, Meta-analysis, ESL Acquisition, Cognitive Architecture, Chronological Comparative Review, Multi-sensory Scaffolding

Metadata manbasi: jurnal OAI-PMH arxivi · Sindex to'liq matnni saqlamaydi, manbaga havola beradi.