Evidence-Based Neuroeducational Strategies for Inclusive Teaching

Aline Cristina Candido; Lea da Silva Veras

DOI: 10.22167/2675-6528-202602657

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

Neuroscience has contributed to the understanding of learning and the development of pedagogical practices aligned with child development, especially in the context of inclusive education, which demands strategies for diverse student profiles. It was investigated how neuroscience knowledge could support the creation of inclusive pedagogical strategies for the development of executive functions in children aged 6 to 9 years. The research was characterized as applied, with a qualitative, exploratory, and descriptive approach. It was developed from a reflective account of the researcher’s professional experience, articulated with a bibliographic review on neuroscience, executive functions, and inclusive pedagogical practices. Characteristics of inhibitory control, working memory, and cognitive flexibility were systematized, as well as observable behaviors and intervention possibilities. Based on this systematization, flowcharts to support teacher decision-making and a pedagogical manual with strategies and activity suggestions were developed. The educational product sought to bridge scientific knowledge and pedagogical practice, offering a consultation resource for identifying needs, planning interventions, and monitoring skill development. However, the material was not subjected to empirical application and evaluation in this study, and its effectiveness should be investigated in future research.

Keywords: Learning; Inclusive education; Executive functions; Neuroscience; Pedagogical practices.

1. Introduction

Neuroscience has made significant contributions to the understanding of learning processes, providing scientific subsidies that allow for the development of more effective and inclusive pedagogical practices (Cosenza; Guerra, 2011). In the contemporary educational scenario, the diversity of students’ learning profiles demands an approximation between scientific knowledge about brain function and the reality of classrooms. Advances in developmental neuroscience have broadened the understanding of the processes that sustain learning and behavior regulation throughout childhood, highlighting learning as a complex phenomenon, influenced by biological and environmental factors (Shonkoff; Phillips, 2000).

Despite these advances, challenges persist in translating neuroscience knowledge into daily pedagogical practice, especially in adapting strategies to meet students’ diverse educational needs (Mantoan, 2006). Studies indicate that pedagogical practices based on scientific evidence promote more equitable and inclusive educational environments, favoring the development of students with varied learning profiles (Sousa, 2014; Miller et al., 2025).

In everyday school life, it is common to observe students with different learning paces and styles, including those with specific difficulties and neurodevelopmental disorders. In this context, it becomes crucial for teachers to have instruments that assist in identifying learning needs and defining pedagogical strategies suitable for each student. However, many teachers report difficulties in establishing clear pedagogical starting points and sequences of skills to be developed, which often results in repetitive activities or activities that are not well aligned with the students’ real needs.

This reality highlights the need to strengthen teacher training and provide resources that contribute to pedagogical decision-making based on scientific evidence. Understanding child development is central to organizing teaching and building effective inclusive practices. Human development is a dynamic and multidimensional process, with cognitive domain playing a central role in the organization of behavior and the regulation of learning (Papalia; Feldman, 2013). Among the essential cognitive skills, executive functions stand out.

Executive functions are a set of mental processes responsible for the intentional control of behavior, planning of actions, and regulation of learning (Diamond, 2013). These skills allow students to maintain attention, organize information, control impulses, and adapt to different demands of the school environment, being fundamental for autonomy and learning success. Scientific literature points to three components as the structural basis of executive functions: inhibitory control, working memory, and cognitive flexibility (Miyake et al., 2000; Diamond, 2013). The present study focused on the age group of six to nine years, corresponding to the initial years of Elementary School, a period in which school demands require greater capacity for organization, self-regulation, and planning.

Given the difficulties observed in the educational context and the relevance of executive functions for the development of learning, this work is justified by the identification of recurring demands in the professional practice of pedagogical coordination. Such demands involve the difficulty in defining pedagogical starting points, identifying priority skills, and organizing progressive learning pathways for students with different profiles. Thus, the present work sought to articulate knowledge from scientific literature with the needs of professional practice, with the objective of developing a pedagogical support material based on knowledge from scientific literature, intended to assist teachers in identifying pedagogical needs and defining educational interventions aimed at developing executive functions in students aged between six and nine years.

2. Material and Methods

This research was characterized as applied in nature, with a qualitative approach, of an exploratory and descriptive nature. The study was developed from a reflective account of the researcher’s professional experience, articulated with a comprehensive bibliographic survey. This methodology sought to investigate how neuroscience knowledge can support the elaboration of inclusive pedagogical strategies, according to the general objective established in the introduction.

The choice of a reflective account of professional experience proved adequate for systematizing demands identified in the daily life of pedagogical coordination. This experience took place in a private Basic Education institution, located in the municipality of São Paulo, which serves Early Childhood Education and the Initial Years of Elementary School. In this context, recurring demands related to the planning of pedagogical interventions for students with different learning profiles were recognized.

The methodological procedures were executed in sequential stages. Initially, a reflective systematization of the researcher’s professional experience in pedagogical coordination was carried out. This stage was used to delimit the educational problem and recognize recurring demands, without individualizing sensitive situations or information. Subsequently, a narrative bibliographic survey was conducted in academic databases and search engines.

The bibliographic survey was conducted on platforms such as SciELO, ERIC, and Google Scholar. It was intended for the construction of the theoretical framework and the identification of knowledge related to the development of executive functions. The focus was on inhibitory control, working memory, and cognitive flexibility, in the age group of six to nine years, as well as on pedagogical strategies applicable to the school context.

Based on the systematization of information obtained from the literature, pedagogical decision-making flowcharts were constructed. These flowcharts were organized based on observable behaviors related to the investigated executive functions. The purpose was to support the teacher in identifying pedagogical needs and defining priorities for teaching action, according to the specific objective of constructing a decision-making instrument.

Subsequently, pedagogical strategies identified in the scientific literature were systematized, organized in line with the needs indicated in the flowcharts. As a final step, the educational product called Pedagogical Manual for Planning Inclusive Classes was developed. The manual was conceived as a consultation and support tool for teacher decision-making, bringing together flowcharts, guidelines, and activity suggestions.

The manual was structured around the three central executive functions – inhibitory control, working memory, and cognitive flexibility – and the levels of difficulty identified in the flowcharts. This organization allows the teacher to understand the skill development pathway and plan progressive interventions. The information was arranged in visual blocks to facilitate consultation and practical application of pedagogical strategies in daily school life.

It is important to emphasize that there was no recruitment of participants, no interviews conducted, no questionnaires administered, or use of personally identifiable data from students, professors, or other members of the institution. The researcher’s professional experience was used exclusively as an element for contextualization and reflection on recurring pedagogical demands, without individualizing situations, participants, or sensitive institutional information, thus ensuring research ethics.

The methodological procedures adopted were consistent with the general objective of developing a pedagogical support material based on scientific knowledge. The identification of the characteristics of executive functions, the construction of the decision-making instrument, and the elaboration of the pedagogical manual were essential steps to achieve the proposed specific objectives, aiming to bring neuroscience closer to educational practice.

3. Results and Discussion

The present research, of an applied nature, started from a reflective analysis of professional experience in pedagogical coordination, which revealed significant demands in planning interventions for students with diverse learning profiles. It was observed that teachers frequently face challenges in identifying clear pedagogical starting points, prioritizing skills to be developed, and organizing progressive learning paths. This reality, marked by the repetition of activities or occasional adaptations without an explicit focus on underlying skills, motivated the search for references that could support pedagogical decision-making in a more intentional and structured way, especially for students who require greater individualization in the educational process.

The absence of sufficiently structured pedagogical pathways was identified as a factor that generates insecurity in teaching practice and hinders the implementation of effective interventions. Reflection on these demands, along with a literature review, directed the study’s focus to executive functions, specifically inhibitory control, working memory, and cognitive flexibility. The choice of these fundamental skills is justified by their intrinsic relationship with various demands observed in the school environment, such as the ability to follow instructions, organize actions, control impulses, and adapt strategies in the face of challenges, as pointed out by Diamond (2013).

Theoretical basis for the development of executive functions

The scientific literature consulted demonstrated that child development is a dynamic and multidimensional process, in which different areas of human functioning evolve in an integrated way. Papalia and Feldman (2013) organize this process into four main domains: cognitive, socioemotional, motor, and language and communication. Although all are interconnected, the cognitive domain assumes a central role in the organization of behavior and the regulation of learning, especially in formal school contexts, which justifies the prioritization of executive functions in this study.

Executive functions are understood as a set of cognitive processes that allow for intentional control of behavior and the organization of goal-oriented actions (Diamond, 2013). These skills are crucial for planning, maintaining focus on relevant tasks, impulse control, and adapting to new demands. Miyake et al. (2000) and Diamond (2013) identify three basic structural components: inhibitory control, working memory, and cognitive flexibility, which, although acting in an integrated manner, present functional diversity, explaining the different profiles of difficulties observed in students.

The development of executive functions occurs progressively throughout childhood, accompanying the maturation of the central nervous system and the expansion of cognitive and social experiences. The study focused on the age group of 6 to 9 years, corresponding to the initial years of Elementary School, a period in which school demands require greater capacity for planning, organization, and self-regulation. Best, Miller, and Naglieri (2011) and Blair and Raver (2015) highlight the expressive growth of these functions in this phase, evidencing their relevance for academic performance and adaptation to the school environment.

Manifestation of executive functions in the school context

The systematization of the literature allowed us to identify how executive functions manifest and which observable behaviors indicate difficulties in children aged 6 to 9 years, in addition to suggesting pedagogical interventions. Regarding inhibitory control, defined as the ability to control impulses and resist distractions (Diamond, 2013), children in this age group are expected to wait their turn, follow rules, and maintain appropriate behavior in group situations. Difficulties can be observed through impulsivity, frequent interruptions, and low frustration tolerance, according to Barkley (2012), requiring interventions such as clear routines, visual agreements, and anticipation of rules.

Working memory, which involves the ability to temporarily hold and manipulate information for reasoning and problem-solving (Miyake et al., 2000; Diamond, 2013), manifests in the capacity to follow multi-step instructions and organize ideas. Behaviors such as forgetting directions, difficulty completing tasks, and the constant need for instruction repetition indicate limitations. Gathercole and Alloway (2008) suggest that pedagogical strategies should focus on information organization and cognitive load reduction, such as breaking down tasks into smaller steps and using visual aids.

Cognitive flexibility, which refers to the ability to adapt behavior in the face of changes and switch strategies (Zelazo; Müller, 2002; Diamond, 2013), is expected in children aged 6 to 9 years due to their capacity to change strategies after errors and adapt to new rules. Difficulties are identified by resistance to change, insistence on ineffective strategies, and difficulty accepting new guidelines, compromising problem-solving. Pedagogical interventions should stimulate problem-solving, games with rule changes, and verbal mediation of errors, encouraging the experimentation of new strategies.

The literature analysis also revealed the importance of bringing the study of executive functions closer to the educational context. Brazilian research, such as Fernandes (2022), indicates the need to broaden teacher understanding of these skills and their possibilities for stimulation in the classroom. Studies like those by Anastácio (2021), Santos (2022), and Santana (2024) explore playful and technological interventions for the development of executive functions, reinforcing the relevance of resources that systematize knowledge for pedagogical practice.

Implications of executive functions for pedagogical planning

A deep understanding of the development of executive functions in the school environment allows teachers to identify observable behaviors that signal specific needs for pedagogical intervention. By recognizing the signs related to inhibitory control, working memory, and cognitive flexibility, the educator can plan more intentional teaching strategies aligned with each child’s developmental level. This approach favors more individualized and responsive teaching to learning demands.

The systematization of this information into pedagogical decision-making instruments, such as the developed flowcharts, constitutes a valuable resource for planning inclusive classes. The use of observable criteria allows the teacher to define pedagogical starting points, organize appropriate interventions, and monitor student progress. This articulation between neuroscience knowledge and evidence-based pedagogical practices contributes to the construction of more structured educational strategies, promoting the progressive development of essential cognitive skills for learning and active participation in the school environment.

Flowchart/decision tree construction

Based on the systematization of behavioral indicators and pedagogical interventions, flowcharts were developed to support teacher decision-making for each of the three executive functions. These instruments aim to guide the teacher in analyzing observable behaviors and defining appropriate pedagogical interventions. The logic for constructing the flowcharts was based on the correspondence between the behaviors described in the literature and the intervention possibilities, integrating theoretical evidence and the needs identified in school practice.

For inhibitory control, the flowchart begins with observing persistent difficulty in controlling impulses or following rules. If this difficulty is present, the teacher is directed to identify the frequency of behaviors such as interruptions, speaking out of turn, or getting up without authorization. Based on the predominance of “yes” or “no” answers to these observations, the flowchart classifies the difficulty into initial, intermediate, or advanced levels. The initial level, for example, is characterized by difficulty in following simple agreements and impulsive reactions in structured activities, while the advanced level indicates low frustration tolerance and difficulty in regulating behavior in complex tasks.

Analogously, the flowchart for working memory begins with observing difficulties in remembering instructions, organizing information, or maintaining attention. Identifying the frequency of forgetting instructions, losing materials, or abandoning tasks leads to classifying the level of difficulty. At the initial level, the student forgets simple instructions and requires constant repetition; at the intermediate level, they start tasks but do not maintain them and frequently lose materials; and at the advanced level, they demonstrate difficulty in following multi-step activities and have low autonomy in execution.

For cognitive flexibility, the flowchart guides the observation of difficulties in adapting to changes, accepting new strategies, or solving problems in different ways. The frequency of resistance to changes in routine, insistence on performing tasks the same way, or difficulty in accepting corrections and revising answers, directs the classification of the level. The initial level presents mild resistance to changes and the need for support for new proposals; the intermediate level, frustration when facing changes and insistence on ineffective strategies; and the advanced level, persistent behavioral rigidity and significant difficulty in adapting to new situations.

The flowcharts were developed to preserve visual clarity, without directly including pedagogical interventions. Each level of difficulty identified in the flowcharts was articulated with a set of strategies, activities, and dynamics detailed in the pedagogical manual. This approach allows the teacher, after identifying the student’s difficulty level, to consult the manual to deepen pedagogical actions and apply the instrument practically in the school context, promoting more intentional and progressive interventions.

Systematization of pedagogical strategies

Based on the needs identified in the pedagogical flowcharts, a systematized set of pedagogical strategies grounded in scientific evidence related to the development of executive functions was structured. The strategies were selected from the consulted literature, considering their applicability in the educational context and their relationship with the development of inhibitory control, working memory, and cognitive flexibility. The organization sought to establish a clear correspondence between the behaviors observed in the flowcharts and the possibilities for pedagogical intervention.

The systematization considered the different levels of difficulty (initial, intermediate, and advanced) for each executive function, allowing the professor to select interventions compatible with the student’s developmental stage. The strategies were not defined generically but derived from the analysis of observable behaviors, ensuring coherence between the identification of the difficulty and the proposed intervention. This organization also favors skill progression, enabling pedagogical work to be initiated at the identified starting point and gradually expanded.

The definition of the strategies was based on the literature on learning, neurodevelopment, and inclusive pedagogical practices, in addition to reflection on the needs of professional practice. The importance of interventions that favor cognitive organization, behavior control, and adaptation to school demands was highlighted. This includes the use of multisensory stimuli, task fragmentation, positive reinforcement, visual organization of routines, anticipation of instructions, verbal mediation, and continuous progress monitoring, although their results may vary according to student characteristics and application conditions.

Pedagogical Manual Construction

As an educational product of this research, a Pedagogical Manual for Planning Inclusive Classes was developed, aimed at supporting teachers in identifying needs and defining interventions for the development of executive functions in children aged 6 to 9 years. The manual was designed as a practical instrument, with clear language and objective guidelines, facilitating the application of strategies in daily school life.

Brief description of the Manual’s structure

The manual’s structure was developed from pedagogical flowcharts, establishing a direct relationship between the identified difficulty and appropriate interventions. The professor is guided to recognize the executive function related to the difficulty, identify the skill development level, and select compatible strategies and activities, allowing for systematic progress monitoring. The information was visually organized into easily identifiable blocks, bringing together observable behaviors, pedagogical objectives, intervention strategies, activity suggestions, and progress indicators.

The manual is organized into three main axes, corresponding to the executive functions investigated: inhibitory control, working memory, and cognitive flexibility. For each function, three difficulty levels are described (initial, intermediate, and advanced), accompanied by pedagogical guidelines, activity suggestions, and monitoring criteria. This organization allows the teacher to understand the skill development path and plan interventions progressively and systematically, serving as a tool to support pedagogical planning and the organization of more intentional educational practices aligned with students’ learning demands.

For inhibitory control, at the initial level, characteristics include difficulty following simple agreements and impulsive reactions. The pedagogical objective is to develop impulse control and respect for basic rules, focusing on initial self-regulation and behavioral predictability. Suggested strategies involve establishing predictable routines, using visual agreements, and anticipating rules. Proposed activities include “Circle only what was asked”, “Mark when you CANNOT” and “Stop and think”, which aim to develop response control and selective attention.

At the intermediate level of inhibitory control, observed characteristics include loss of control in challenging situations and difficulty maintaining appropriate behavior for extended periods. The objective is to enhance self-regulation capacity in more complex situations, focusing on maintaining appropriate behavior, frustration tolerance, and persistence. Strategies such as setting behavioral goals and structured positive reinforcement are indicated, along with activities like “Time Challenge” and “Waiting Game,” which promote persistence and self-regulation.

For the advanced level of inhibitory control, characteristics include low frustration tolerance and difficulty in regulating behavior in complex tasks. The pedagogical objective is to develop autonomy and behavioral control in challenging situations, focusing on behavior planning and emotional self-regulation. Strategies such as task planning, action review, and verbal mediation are proposed, with activities like “Task Planning” and “Behavioral Contract,” which stimulate planning and autonomy.

Regarding working memory, at the initial level, the student forgets simple instructions and requires constant repetition. The objective is to develop the ability to retain and execute simple instructions, focusing on information retention and sequential organization of actions. Strategies include the use of clear and sequential instructions, visual support, and environmental organization. Activities such as “Complete the sequence of actions” and “Read and do” are suggested to develop working memory and instruction execution.

At the intermediate level of working memory, the student initiates tasks but does not sustain them, forgets steps, and loses focus. The goal is to expand the capacity to hold information for longer and execute multi-step tasks, focusing on information maintenance and sequential organization. Strategies such as sequential organization of activities and the use of scripts are indicated. Activities like “Sequence of Actions” and “Story in Parts” are proposed to develop working memory and comprehension.

For the advanced level of working memory, the student presents difficulty in following activities with multiple steps and low autonomy. The objective is to develop the capacity to maintain and manipulate information in complex tasks, promoting autonomy and organization. Strategies include structured planning of activities and the use of monitoring tools. Activities such as “Planning complex tasks” and “Solving problems in steps” are suggested to develop planning and reasoning.

Regarding cognitive flexibility, at the initial level, the student presents mild resistance to changes and difficulty in accepting new proposals. The objective is to develop the ability to accept small changes and experiment with new ways of performing tasks, focusing on accepting routine changes and revising answers. Strategies include the gradual introduction of changes and verbal mediation for revising answers. Activities such as “Solve it differently” and “Classify it another way” are proposed to develop cognitive flexibility and alternative thinking.

At the intermediate level of cognitive flexibility, the student shows frustration with changes and insists on ineffective strategies. The goal is to expand the ability to change strategies when facing challenges and deal with errors, focusing on error tolerance and adaptation to new demands. Strategies such as proposing problems with multiple solutions and guided discussion about errors are indicated. Activities like “Challenge with two solutions” and “Error as learning” are suggested to develop alternative thinking and strategy review.

For the advanced level of cognitive flexibility, the student presents persistent behavioral rigidity and significant difficulty in adapting to new situations. The objective is to develop autonomy to deal with new situations and adapt to complex changes, focusing on planning alternatives and decision-making. Strategies include anticipating actions and solving everyday problems. Activities such as “Planning with change” and “Real problem-solving” are proposed to develop planning, adaptation, and flexibility.

The analysis of the consulted literature highlighted the relevance of executive functions for learning processes and allowed the identification of pedagogical intervention possibilities related to inhibitory control, working memory, and cognitive flexibility. The systematization of this knowledge, articulated with the demands of professional practice, enabled the construction of flowcharts and the pedagogical manual. This material seeks to bring concepts from neuroscience and cognitive psychology closer to the needs observed in daily school life, offering a practical resource for teacher planning.

Literature indicates that interventions aimed at developing executive functions can bring benefits in different contexts, although their results depend on factors such as student characteristics, type of intervention, intensity, and duration (Diamond; Lee, 2011; Diamond; Ling, 2016). However, the challenge persists in translating scientific knowledge into daily pedagogical practice, which reinforces the relevance of support materials that systematize strategies applicable to the school context, such as the manual developed in this study.

It is important to emphasize that the present study has limitations inherent to its nature. The educational problem was delimited from the researcher’s professional experience in a specific context, without systematic data collection with teachers or students. Furthermore, the flowcharts and the pedagogical manual were not submitted, at this stage, to the empirical application and evaluation of their effectiveness. Therefore, the product should be understood as a proposal for pedagogical support built from the articulation between professional experience and scientific literature, and not as an instrument with proven effectiveness. Future studies should investigate its applicability, usability, and possible effects in different educational contexts.

In summary, the research enabled the systematization of knowledge about the development of executive functions and their approximation to the demands of pedagogical practice, resulting in the elaboration of flowcharts to support teacher decision-making and a pedagogical manual. This material offers observable criteria, intervention possibilities, and activity suggestions to assist the teacher in organizing more intentional and progressive practices, aiming at the development of inhibitory control, working memory, and cognitive flexibility in children aged 6 to 9 years, thus responding to the objective of developing a scientifically based pedagogical resource.

4. Conclusion

This study sought to develop pedagogical support material based on neuroscience knowledge to assist teachers in identifying needs and defining interventions aimed at developing executive functions in children aged six to nine years. Through a literature review and reflection on professional practice, the relevance of inhibitory control, working memory, and cognitive flexibility for learning was verified. The characteristics of these functions, their observable behaviors in the school context, and possibilities for pedagogical intervention were systematized. Based on this systematization, flowcharts to support teacher decision-making and a pedagogical manual with strategies and activity suggestions were developed. The main contribution of the work lies in bridging scientific knowledge with educational practice, offering a structured resource for planning inclusive classes and monitoring the development of essential cognitive skills.

However, the present work has limitations inherent to its nature. The educational problem was delimited from the researcher’s professional experience, without systematic data collection with teachers or students. Furthermore, the flowcharts and the pedagogical manual were not submitted to the application and empirical evaluation of their effectiveness at this stage of the research. It is recommended that future studies investigate the applicability and usability of the material in real school contexts, as well as its possible effects on the development of students’ executive functions. The participation of teachers in this process may provide subsidies for the improvement of the product and for the production of new evidence about its possibilities and limitations.

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