Abstract: Equipping teachers to work with neurodiverse learners still deserves focus and has received none when preparing educators to teach at schools. While policies regarding education inclusivity attempt to highlight and address the issue of accessibility, there is still no formal methodology within teacher training courses that focus on how to aid educators in instructing neurodiverse learners. This paper aims to fill that gap by proposing a pedagogical framework of teacher preparedness which integrates universal design for learning (UDL), differentiated instruction, and cognitive psychology. The main goal of the research paper was to examine the existing documents and literature to determine the gaps in traditional forms of education and teacher training programs. This study proposes a new model of systematic education which employs the principles of competency-based education with its requirement of active participation, flexible forms, and the use of assistive devices for evaluation. This framework is designed to resolve the gap between theoretical knowledge and practical application, so that new teachers can develop and implement adaptive instruction and inclusive environments. This paper adds to the conversation on inclusive teacher education by providing a clear roadmap for incorporating neurodiversity-responsive teaching methods into teacher training programs. It advocates for curriculum changes that emphasize practical experience and evidence-based approaches, encouraging policymakers and educators to reconsider teacher preparation for a more equitable education system. Future studies should empirically test the suggested framework in various educational environments.