| Sumario: | The Science of Learning (SoL) is the culmination of interdisciplinary research and knowledge informing effective and inclusive teaching and learning in today's classrooms. Harnessing this knowledge is likely to improve educational outcomes, especially for students with learning disabilities who experience the greatest barriers in developing the skills required to read, write, and succeed at school. This study aims to identify literacy practices supported by SoL research for enhancing reading and writing proficiency among neurodivergent learners, including those with Attention-Deficit Hyperactivity Disorder, dyslexia, autism spectrum disorder, and intellectual disability. It also explored their adaptation to the Philippine context, where multilingualism and resource constraints pose challenges. Using a focused literature review method, this paper identified 18 articles that explicitly invoked principles found in SoL. Thematic analysis of the selected articles revealed five science-informed practices for literacy instruction that support students with disabilities. These are explicit instruction as a core strategy, use of assessments, adapted interventions, instructional supports, and inter-professional collaboration. This is followed by a discussion of the opportunities and challenges of translating SoL theory in the Philippine education setting, proposing a multi-tiered system of support, enhanced teacher training, and stronger interdisciplinary partnerships. These findings align with Sustainable Development Goal 4, promoting inclusive education for neurodivergent learners.
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