In recent years, the global discourse on education has evolved dramatically, placing an increasing emphasis on inclusivity, sustainability, and the recognition of diverse learning styles (Sobel 1996). Within this context, the intersection of environmental education and neurodiversity has gained prominence. Neurodiversity encompasses the idea that neurological differences, such as Autism Spectrum Disorder and Intellectual Disabilities, are natural variations of the human experience rather than deficits to be corrected (Armstrong 2019). Inclusive and equitable education that considers the needs and abilities of neuro-diverse individuals is not only a matter of social justice but also an essential component of building a sustainable and regenerative future.