MOTOR CHALLENGES FACED BY NEURODIVERGENT STUDENTS IN SCHOOL SETTINGS: SCOPING REVIEW

Abstract

This study aims to map the scientific literature on motor challenges and bodily participation of neurodivergent students in formal school settings, considering the diversity of theoretical and methodological approaches within the educational field. A scoping review was conducted following PRISMA-ScR recommendations. Searches were carried out in LILACS, ERIC, PubMed, SciELO, Web of Science, and Scopus, complemented by a manual search in Google Scholar. Empirical studies, reviews, and theoretical contributions relevant to the scope of the literature were included, without restrictions regarding methodological design. Nineteen articles were included in the review. The analysis revealed conceptual and methodological heterogeneity, with studies addressing motor challenges through direct motor assessments, analyses of bodily participation in everyday school activities, and theoretical discussions on inclusion and corporeality. Motor difficulties were often approached in a fragmented manner, frequently disconnected from school practices and institutional demands. The findings indicate the need for educational approaches that recognize bodily participation as a central component of inclusive education, as well as for further research integrating motor development, participation, and real-world school contexts.