Fostering Inclusion Through English Language Education

A Diagnostic Case Study on Neurodivergent Learners in a Mexican Bilingual School

Abstract

This study presents the diagnostic phase of an educational intervention in English language teaching (ELT) at a bilingual primary school in Colima, Mexico. Using a qual-itative case study design, data were collected through interviews with English teach-ers, school staff, and neurodivergent students to examine inclusive practices in Eng-lish classrooms. The findings reveal a strong institutional commitment to inclusion but also highlight limitations in teacher training, adapted materials, and early diag-nostic protocols. Despite these challenges, emerging multimodal and communicative practices point to the potential of English language education as a space for inclusive pedagogy. The study is grounded in universal design for learning, the social model of disability, and the neurodiversity paradigm.