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Abstract
K-12 educators often overlook the needs, talents, and skills of neurodiverse learners, including students with autism, ADHD, and dyslexia. However, while such human differences tend to be misunderstood and even pathologized, there are distinct strengths associated with each unique neurological design. Drawing on their own experiences as students, educators, and researchers, the authors discuss ways in which teachers can empower different thinkers to participate in and contribute to mainstream life, thought, and culture.
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