Abstract
<jats:p>This book addresses a systematically overlooked reality in Ecuadorian higher education: the statistically inevitable presence of neurodiverse students those with ADHD, dyslexia, and ASD in university EFL courses. Grounded in the neurodiversity paradigm, which frames neurological variation as natural human difference rather than deficit, the book constructs a conceptual, pedagogical, and legal framework that equips EFL instructors to respond with academic rigour and genuine inclusion. The first four chapters analyse the neurobiological bases of each condition, translating that knowledge into differentiated skill profiles, evidence-based strategies, and assessment options. Chapter 5 integrates these within the UDL framework; Chapter 6 addresses assessment redesign for validity, fairness, and accessibility; Chapter 7 closes with three composite Ecuadorian case studies and a Professional Development Plan. Twenty-two ready-to-use instruments are offered, applicable without additional resources.</jats:p>