Inclusive Language Pedagogy for Neurodiverse Learners: A Linguistic Study of Classroom Communication Strategies

Abstract

Neurodiversity has become an important focus within contemporary education, increasing the need for inclusive language pedagogy and accessible classroom communication strategies that support neurodiverse learners in mainstream educational settings. This study aims to examine the role of inclusive language pedagogy and classroom communication strategies in supporting neurodiverse learners, particularly within multilingual, EFL/ESL, and technologically mediated learning environments. A comprehensive review design was adopted to synthesise scholarly literature related to neurodiversity, inclusive education, classroom communication, sensory-responsive pedagogy, multimodal instruction, and AI-supported educational practices. Relevant peer-reviewed studies were identified through academic databases and organised into thematic categories for analysis and synthesis. The findings indicate that neurodiverse learners benefit from explicit instruction, scaffolded communication, multimodal teaching approaches, sensory-responsive classroom environments, and flexible interaction strategies. The study also highlights the growing role of digital technologies and AI-supported tools in improving accessibility, personalized learning, and learner participation. Teacher competence, neurodiversity awareness, and inclusive communication practices emerged as significant factors influencing educational inclusion and classroom engagement. Inclusive language pedagogy plays a central role in promoting communicative accessibility, equitable participation, and learner engagement for neurodiverse students. The review further demonstrates a growing shift toward neurodiversity-affirming educational practices that recognize diverse communication styles and support inclusive classroom participation.