Advancing Sign Language for Neurodivergent Learners in Inclusive Secondary Schools

This chapter advances Zambian Sign Language literacy as a practical, affordable and effective strategy for promoting educational access and participation among neurodivergent learners in inclusive Zambian secondary schools. It is based on neurodiversity-affirming principles in discussing neurological differences (autism spectrum disorder, dyslexia, dyspraxia) as natural variations in human cognition rather than deficits to be fixed. The chapter demonstrates how ZSL's visual-spatial and multimodal nature link with neurodivergent cognitive strengths by reducing cognitive load, improving expressive and receptive communication, supporting emotional regulation and promoting social inclusion. It proposes lifelike low-cost strategies through Universal Design for Learning, teacher professional development, family, community engagement and targeted policy reform. The chapter contends that widespread adoption of ZSL literacy can transform inclusive education in Zambia and promote sustainable development goals, 3 (Good Health and Well-Being); 4 (Quality Education); 10 (Reduced Inequalities).