A new film reframes dyslexia as a distinct cognitive style with its own set of strengths.
Doctors Fernette and Brock Eide, psychologists who’ve studied dyslexia for decades, have come to believe that dyslexia is “not a disease, but a gift.”
As they put it, “Dyslexic minds are not disabled. They’re specialized. They’re wired to learn best through direct experience, not through print or rote repetition.”
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developmental language disorder (DLD), a condition that severely impairs a child’s ability to learn, use and understand spoken language.
Such challenges are increasingly common for parents and teachers. In England, for example, around 21% of schoolchildren are growing up with a first language other than English. While most children’s language development – whether monolingual or multilingual – is typical, the average classroom includes two DLD-affected children. DLD’s prevalence, roughly 8%, is similar worldwide, from China to Mexico.
Even so, DLD remains under-recognised and under-served – especially compared to other developmental conditions, such as dyslexia, autism or attention deficit hyperactivity disorder (ADHD).
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Team-based learning in science education improves academic outcomes and develops crucial workplace skills. However, it presents challenges for those with autism, ADHD, dyslexia or any other form of neurodiversity.
Many neurodivergent individuals find group work and processing information quickly difficult, and get distracted easily.
This kind of learning is challenging for them because it requires them to manage their time effectively and work with their classmates to complete activities in often overstimulating environments. Before class, they must review pre-learning materials. They then complete a closed-book quiz on the material – both individually and as a group in class. As a team, they must then work on exercises that apply knowledge to real-world scenarios.
We spoke to neurodivergent bioscience and pharmacy students to find out what we could do to support them. Here are five tips based on our conversations.
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n recent years, the way we talk about learning differences in Irish schools has moved toward a “neurodiversity-affirming” perspective. This means we no longer view conditions like Autism, ADHD, Dyslexia, or Dyspraxia solely as “disorders” to be fixed. Instead, we recognize them as natural variations in the human brain—different ways of thinking, feeling, and processing the world.
For parents, navigating the support systems in a primary school can sometimes feel overwhelming. Understanding the roles of the Special Education Teacher (SET) and the Special Needs Assistant (SNA) is the first step in ensuring your child has the environment they need to flourish.
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“Neurodivergent leaders who harness the full range of their natural and artificial assets are a beautiful illustration of the potential that the hybrid future offers for all of us,” says researcher and author Dr. Cornelia C. Walther, who focuses on “prosocial AI” — systems designed to amplify human potential and foster equity.
AI can be a bridge to greater inclusion and a connector that helps people participate more fully in society, says Walther, a senior fellow at the Wharton Neuroscience Initiative and Harvard’s Learning and Innovation Lab. The tools can help people with neurodivergence curate a new inner dialogue, moving beyond the self-judgment that can come with feeling different, she says.
“AI can serve as a sort of translator, not of language, but of ability,” Walther says. “It can make sure there is a path that connects your ability and makes it useful in the way in which society is currently normed.”
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