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The consolidation of inclusive education is one of the main challenges facing contemporary education systems. Although international organizations such as UNESCO have promoted policies aimed at guaranteeing learning for all students, tensions persist between these principles and school practices based on homogeneous teaching and assessment models. This reflective article critically analyzes the pedagogical foundations of inclusive education from the perspective of neurodiversity and Universal Design for Learning (UDL), through an argumentative dialogue that incorporates contributions from inclusive pedagogy, neuroeducation, and international educational policies. It argues that transforming schools requires moving beyond the logic of individual adaptations to redesign educational environments based on human variability as the organizing principle of learning. The main contribution is the proposal of the category of inclusive pedagogical architecture, understood as a conceptual framework that integrates Universal Design for Learning (UDL), formative and flexible assessment, pedagogical mediation, the socio-emotional dimension, and the diversification of learning experiences as interdependent components of a single educational project. Finally, it is argued that the consolidation of inclusive schools requires structural transformations that articulate public policies, teacher training, pedagogical leadership, and curricular practices consistent with the principles of equity, participation, and educational justice.
