The aim of this chapter is to advocate for a shift from deficit-focused paradigms toward inclusive, embodied, and shared learning practices. Highlighting issues with ableism in current educational structures, I compare the Special Educational Needs (SEN) model, which often isolates through diagnostic labels, with the Universal Design for Learning (UDL), which accommodates individual learning variability but lacks an embodied, communal approach. I therefore introduce phenomenological and somatic methodologies, including the DIRE model and practices such as the ENACT and music therapy, which focus on bodily awareness, emotional engagement, and shared intercorporeality. These approaches foster creativity, inclusivity, and mutual growth within classrooms, enabling neurodiverse and neurotypical students to co-create meaningful learning experiences.