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This article presents a set of inclusive guidelines and a conceptual model designed to foster neurodiversity-aware practices in higher education and the workplace. The goal is to support the recognition of subtle neurodivergent traits and to provide meaningful support for students and professionals whose neurological profiles do not align with prevailing norms. The study is grounded in an interdisciplinary literature review on neurodiversity, Autism Spectrum Disorder (ASD), and Attention Deficit Hyperactivity Disorder (ADHD), with a focus on the systemic barriers faced by neurodivergent adults navigating academic and professional environments. Co-created with neurodivergent contributors, in alignment with the principle “Nothing about us without us,” the proposed tools address the gap between policy discourse and institutional practice, especially concerning individuals whose traits are frequently masked or misinterpreted. The findings emphasize the urgency of tailored, proactive inclusion strategies that acknowledge diverse cognitive and behavioral patterns beyond diagnostic labels. By centering neurodiversity as a valuable dimension of human variation, the model contributes to efforts aligned with the United Nations Sustainable Development Goals—particularly SDGs 4, 8, and 10—promoting equity, access, and dignity in education and employment.