Abstract

This paper proposes a conceptual model for designing experiential learning tailored to neurodiverse secondary school students in resource-limited settings. Drawing upon experiential learning theory, social constructivism, and universal design principles, the model seeks to address the limitations of traditional education systems that often marginalize neurodiverse learners. The paper begins by contextualizing the significance of neurodiversity in education and the challenges posed by infrastructural, pedagogical, and policy deficits in under-resourced environments. It then introduces a methodological approach grounded in design thinking, incorporating empathy mapping, stakeholder engagement, and iterative development to ensure responsiveness to local needs. The proposed model emphasizes learner-centered design, community involvement, and flexible delivery methods, providing practical pathways for inclusive, experiential engagement. Implementation scenarios illustrate how the model can be adapted to real-world classroom settings, supported by teachers, caregivers, and peers. The paper concludes with implications for educational practice and policy, and outlines directions for future research, including empirical validation and longitudinal impact studies.