1. What is Universal Design for learning?

What are some ways that teachers can use to create lesson plans that
allow universal access for students of all levels? (How can the UDL principles be implemented in your class?)

- It is an educational framework that aims to make learning accessible and effective for all learners,
regardless of their abilities or disabilities. UDL is focused on the learning environment and the creation of
the learning environment instead of adapting the individual student or student functions to fit within that
environment.
- It is important to create lesson plans that allow universal access for students of all levels. Strategies such
as:
- Differentiation of instruction → Differentiation can be done through a variety of methods, such as
varying the content, process, or product of a lesson.
- Use of various resources → This can include using visual aids, manipulatives, videos, and technology.
Using a variety of resources can also help to engage students with different learning preferences.
- Universal Design for Learning (UDL) → by implementing the three principles, for instance providing
alternatives for accessing information either visual or auditory. Besides that, I can provide options for
responding, they can use a pen but also a keyboard. And finally to engaged them, I can promote
individual choice and autonomy, for instance allowing them to choose a topic, if they want to work
individually or in pairs and also leaving them to reflex on the activity by using a survey
- Providing accommodations → This can include providing extended time, allowing for breaks, or
providing preferential seating.
- Giving different seating arrangements, being time flexible, sometimes students needs more time than
others
2. Which fields of knowledge is UDL based on? And what does it take advantage of? Which kinds of learners is
this educational framework focused on?
- Architecture and cognitive neuroscience
3. How should UDL principles help educators?
- It should guide them in FINDING INNOVATIVE WAYS TO MAKE CURRICULUM ACCESSIBLE for
individuals with different background, learning styles, abilities and disabilities.
4. Which kind of “universal” materials/methods should educators use? (UDL) Think about some examples…
- Print, Digital, Text to speech, audiobooks and visual aids

5. What is the main aim of UDL? How can the UDL principles be implemented in your class? What is the relation
between UDL and executive functions?
- The goal of UDL is to ensure inclusion in teaching and learning processes, while encouraging the
development of expert learners
- UDL and executive functions work together to create a more inclusive and supportive learning
environment that enables all learners to develop their full potential.
- ex → For example, by providing multiple ways for learners to access information, UDL can help support
working memory and cognitive flexibility.

6. Can you discuss the universality of UDL? Can it provide all the accessibility & learning support for every
learner? Why do we need UDL? How can we use the executive function in our lessons to encompass all
students?
- Universality refers to the principle of designing products and environments that are accessible to
everyone, regardless of their abilities or disabilities. However, the aim of UDL is not designing
products, it is using the framework for designing and delivering educational accessible and
effective materials and activities for all learners, including those with disabilities or other barriers to
learning.
 - It may not provide all the necessary accessibility and learning support for every individual
learner. This is because learners have diverse needs and some learners may require additional or more
specialized support to fully participate in the learning experience. (screen readers, braille displays)
- UDL is an important approach to education that helps to ensure that all learners have equal
opportunities to learn and succeed, regardless of their individual backgrounds, abilities, or learning
styles.
As a preservice teacher, one way to use executive function in our lessons is to incorporate activities that help
develop the executive skills of our students. Executive function skills include planning, organizing, time
management, impulse control, and working memory.
- One strategy to promote executive function skills is to provide clear and consistent routines and
expectations in the classroom. This can include using visual schedules, checklists, and calendars to help
students plan and organize their tasks..
- Another strategy is to provide opportunities for students to practice problem-solving and decision-making
skills. We can do this by presenting open-ended questions or real-world scenarios
- Additionally, we can promote self-regulation skills by teaching students strategies for managing their
emotions and behaviors. This can include techniques like deep breathing, mindfulness, and positive
self-talk.
7. What's the difference between ADD and ADHD? How common is ADHD? How is ADHD diagnosed in Chile?
- ADD and ADHD both involve difficulties with attention and focus, ADD is an outdated term that is no
longer used as a formal diagnosis, and ADHD is the current term used to describe attention-related
disorders, which can present with varying degrees of hyperactivity and impulsivity.
- That is why ADHD is the general term, in which ADD is present, since ADD describes individuals who
have difficulty with attention and focus, but do not exhibit hyperactive or impulsive behavior.
- As many as 5 out of every 100 children in school may have AD/HD.
- Boys are three times more likely than girls to have AD/HD.
- ADHD is diagnosed in Chile through a comprehensive evaluation by a qualified healthcare professional,
such as a psychiatrist or a neurologist. The evaluation process typically involves a thorough medical
history, behavioral assessments, and rating scales completed by parents, teachers.

8. What are the causes of ADHD? Do you know any hypothesis that explains ADHD? Can it be cured? How is it
currently being treated? Are there any side effects of some treatments?
- ADHD is a neurological disorder and research indicates that it may be due to alterations in the brain
and the way it functions and also environmental factors. - The causes of these differences are not
entirely known, but studies reveal ADHD is genetic.

1. Genetics: ADHD tends to run in families, and studies have shown that genes may play a role in the
development of the disorder.

2. Brain chemistry and structure: Some studies suggest that ADHD may be linked to differences in the levels
of certain chemicals in the brain, such as dopamine and norepinephrine. Additionally, structural differences in
certain regions of the brain, such as the prefrontal cortex.

3. Environmental factors: Factors such as prenatal exposure to alcohol or tobacco smoke, low birth weight,
and lead exposure have been suggested to increase the risk of ADHD.

- There is no cure for ADHD and no single treatment for every child.
- Although ADHD is very treatable, by using treatments focus on symptom management with -
medications and behavior- modification with therapy
- Yes, medication can cause side effects such as decreased appetite, difficulty sleeping, and stomach
aches.
9. What is ADHD? What are the three main symptoms of ADHD? What is Conners’ Teacher Rating Scale used
for? Can you describe the scale?
 - ADHD (Attention-Deficit/Hyperactivity Disorder) is a neurodevelopmental disorder characterized by a
persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with daily functioning and
development.
- The three main symptoms of ADHD are inattention, hyperactivity, and impulsivity.
Conners’ Teacher Rating Scale is a tool commonly used in schools to evaluate and diagnose ADHD in
students. It is a questionnaire filled out by teachers that measures a student’s behavior and attention in the
classroom.
- The scale consists of 28 to 39 questions, depending on the version used, and covers a range of
behaviors, including inattention, hyperactivity, and impulsivity. Teachers are asked to rate each behavior
on a scale of 0 to 3, with 0 indicating that the behavior is not present and 3 indicating that it is present to
a severe degree.
- The questions are designed to identify specific behaviors associated with ADHD, such as fidgeting, not
completing assignments, interrupting others, and forgetfulness. The scores from the scale are used to
determine the severity of a student’s symptoms and whether or not they may have ADHD. The Conners’
Teacher Rating Scale is one of the most widely used tools for assessing ADHD in the classroom.

10.How does ADHD affect school performance? Does ADHD affect only children? Can we all have some
features of ADHD? How can we use executive functions to cope with the deficits that these students may have?
- More expulsions because of the behavior of the student
- Lower average marks - More fail grades (because of the difficulty of the sts to focus or complete tasks.
- Lower rate of college undergraduate completion.
- ADHD can affect individuals of all ages, not just children. While symptoms may present differently in
adults, they can still impact daily functioning and overall quality of life. Some common challenges for
adults with ADHD include time management, organization, and completing tasks.
- Yes, it is possible for individuals to exhibit some features of ADHD without necessarily having the
disorder. For example, it is not uncommon for people to occasionally experience inattention,
hyperactivity, or impulsivity. However, in order for a diagnosis of ADHD to be made, the symptoms must
be persistent, impair daily functioning, and occur in multiple settings.
- We can help students with ADHD to cope with their deficits by teaching executive function strategies that
will support their learning and overall functioning. Some strategies that can be helpful for students with
ADHD include:

1. Breaking tasks down into smaller, manageable steps

2. Using visual aids, such as checklists or color coding, to help with organization

3. Implementing a daily routine and schedule to improve time management

4. Practicing mindfulness and relaxation techniques to improve impulse control

11. Is there any connection between obesity or smoking and ADHD?

- Individuals with ADHD may have difficulties with impulse control, which could lead to engaging in risky
behaviors such as smoking or overeating.

Smoking → twice as likely to become addicted to nicotine as individuals without ADHD.

Obesity factors

- Biological and genetic factors can predispose people with ADHD to become obese.
(Neurotransmitters rise when we eat; Serotonin, Dopamine.)
- Emotional Factors: (Emotional eating). People with ADHD find accessible, quick, and as a legal
remedy to overcome difficult emotions: Anxiety, boredom, stress, low self-esteem, happiness
- Factors such as stress, sleep deprivation, and poor nutrition may contribute to both ADHD and obesity.
12. Is there any difference between boys and girls symptoms of ADHD?
- Boys with ADHD tend to display more externalizing behaviors, such as hyperactivity and
impulsivity, while girls may display more internalizing behaviors, such as anxiety and depression.

-
-
13.Can you give examples of some classroom strategies for children with ADHD? What is the role of executive
function when working with these children? Which kind of approach is good? And what should be avoided?

There are many classroom strategies that can be effective in supporting children with ADHD. Here are some
examples:

1. Use a structured daily routine: Children with ADHD benefit from having a clear and predictable routine,
with designated times for different activities throughout the day. Use visual aids such as schedules and
checklists to help them stay on track.

2. Provide frequent breaks: Children with ADHD often have difficulty sustaining attention for long periods
of time. Provide frequent breaks for movement or physical activity to help them refocus.

3. Use multi-sensory instruction: Engage children with ADHD through a variety of senses, such as using
hands-on activities, visual aids, and movement during lessons.

4. Use positive reinforcement: Reward positive behavior to help children with ADHD stay motivated and
focused.

5. Provide opportunities for movement: Children with ADHD often have a lot of energy and benefit from
opportunities to move around during the day. Incorporate movement breaks or physical activity into the
daily routine.

- Role of the executive functions with ADHD children:In the classroom, executive function can impact
a child's ability to stay focused, complete tasks, and regulate their behavior. Children with ADHD may
struggle with organizing their materials, following multi-step instructions, and transitioning between
activities. They may also have difficulty with impulse control and emotional regulation.
- A good approach when working with children with ADHD is to focus on their strengths and interests,
rather than their weaknesses. Providing opportunities for success and positive reinforcement
can help build their confidence and motivation.
- It is important to avoid strategies that rely solely on punishment or negative reinforcement. Children with
ADHD may already struggle with self-esteem and may not respond well to negative feedback. Instead,
focus on positive reinforcement and providing support and structure to help them succeed.

14.How can you cope with fidgeting in the classroom and difficulties with organization and giving/following
instructions? Can you give examples of some tools, which teachers can use?
- Preferential seating to manage distractions. and Clear instructions.
- Provide fidget toys or sensory tools, such as stress balls, squishy toys, or textured objects, to
help children with ADHD focus their attention during class. These tools can help satisfy their need
for movement and sensory input while minimizing distractions.
 - Use color-coding For example, use different colors for different subjects, or color-code assignments
based on their level of importance
- Opportunities for movement during the day, such as stretching breaks, yoga, or physical activities.
This can help children with ADHD regulate their energy levels and improve focus
15. Give some examples of appropriate and inappropriate approaches to children with ADHD. (If a child with
ADHD tries to leave the room (maybe to calm down) or if they are drawing while listening, would you urge him to
stay or stop drawing?)
Appropriate Approaches:
- Providing structure and routine in the classroom
- Offering visual aids, such as graphic organizers or diagrams, to help the child better understand
information
- Incorporating movement and physical activity into lessons to help the child stay engaged
- Providing clear and concise instructions
- Using positive reinforcement and praise to motivate the child
- Providing breaks and opportunities for the child to recharge and refocus
- Working collaboratively with the child's parents and school support staff to develop an individualized
education plan (IEP) that addresses their specific needs
Inappropriate Approaches:
- Punishing the child for behaviors related to their ADHD
- Expecting the child to conform to a rigid, inflexible classroom environment
- Ignoring or dismissing the child's needs for breaks or accommodations
- Focusing solely on the child's deficits rather than their strengths and potential
- Making assumptions about the child's behavior or motivations without seeking to understand their
perspective.
If a child with ADHD tries to leave the room to calm down or is drawing while listening, an appropriate approach
would be to offer them a choice. For example, you could say, "I see that you're feeling overwhelmed. Would you
like to take a break in the quiet area to calm down, or would you like to continue drawing while I talk?" This
approach acknowledges the child's need for self-regulation while still allowing them to engage with the material

16. Can you define giftedness and talk about some characteristics of gifted children? What should a teacher do
if she or he discovers one of her or his students/pupils is gifted?
- Giftedness refers to a high level of intellectual ability or talent, often accompanied by exceptional
creativity, problem-solving skills, and a strong motivation to learn.
Characteristics:

● 1. Exceptional intellectual ability or talent in one or more areas

● 2. Advanced language skills and a strong vocabulary
● 3. Intense curiosity and a strong desire to learn
● 4. Advanced problem-solving skills
● 5. Exceptional memory and recall ability
● 6. High levels of creativity and imagination
● 7. Strong motivation to learn and achieve
● 8. A tendency towards perfectionism and high standards for themselves and
● others

There are several things teachers can do to support that student's development and potential:

1. Teachers can offer advanced coursework or enrichment opportunities to keep gifted students engaged
and motivated.

2. Teachers can provide opportunities for creative expression through writing, art, music, or drama.
3.Teachers can provide personalized feedback and guidance to help gifted students reach their full potential.

4. Teachers can provide opportunities for peer learning and collaboration to help gifted students develop
social skills and build their abilities through teamwork.

5.Teachers can help foster a growth mindset by emphasizing the value of hard work, perseverance, and
learning from mistakes.

17. According to research: Are gifted children different from neurotypical children? Are there significant
differences that have been consistently identified?
- Yes, research has shown that gifted children may be different from neurotypical children in several ways
- Higher intelligence: Gifted children typically have higher IQ scores than neurotypical children
- Advanced language skills: Gifted children often have a more advanced vocabulary and syntax than
neurotypical children
- Greater creativity: Gifted children are often more creative and imaginative than neurotypical children
- Greater perfectionism and self-criticism: Gifted children may set high standards for themselves and
be overly critical of their own work.
18.What is the difference between a gifted and a bright child? Are gifted or talented children a nuisance? How
can we provide adequate instruction for them?
- In other words, a gifted child is at the very top end of the ability spectrum, while a bright child is still
within the normal range but performs better than most children

-
- No, gifted or talented children are not a nuisance. Gifted and talented children have unique abilities and
potential that can contribute to society in various ways. While they may present some unique challenges,
such as needing specialized education and support, their abilities and contributions should be valued
and nurtured, just like those of any other child.
- There are various ways to provide adequate instruction for gifted children:
→ One way is to offer advanced classes or provide additional challenging work
→ to encourage and provide opportunities for enrichment activities such as academic competitions,
special projects, and extracurricular programs. → Develop their skills

19. Do teachers need special training to work with gifted students? Can you discuss some teaching strategies
for helping gifted students?
Yes, teachers may benefit from specialized training in order to effectively work with gifted students.
Gifted students may have unique learning needs and may require more challenging and stimulating
learning opportunities:

Strategies
- Quicken the pace of learning: Gifted students need their academic curriculum to move at a more rapid
pace to keep them interested and motivated in school
- Give them challenging problems: Gifted students enjoy complex and challenging situations. They
take great pride in being able to figure out complex and detailed types of problems.
- Create projects that involve more creative thought: One of the qualities of gifted students is that they
tend to be very creative.
20. Think about some characteristics of gifted children. What happens to gifted students in a traditional
one-size-fits-all learning environment?
- In a traditional one-size-fits-all learning environment, gifted students may become bored, disengaged, or
frustrated. They may not be challenged enough by the material, leading to a lack of motivation or even
behavioral issues. Alternatively, they may become perfectionistic or anxious.

21. Are profoundly gifted children/students gifted in all areas of learning? Do they always excel academically?
May gifted children have behavioral problems or some other disability or disorder?
- gifted children/students may excel in one or more specific areas of learning, rather than being gifted in all
areas. For example, a child may show exceptional abilities in math or music but struggle in other
subjects.
- It is important to note that giftedness does not necessarily equate to academic success. Gifted children
may face a range of challenges in school, including boredom, lack of motivation etc…
- Some gifted children may exhibit behavioral problems or social difficulties, especially if they feel
misunderstood, isolated, or unchallenged in school. Giftedness does not protect against mental health
issues, and gifted children may be at higher risk for anxiety, depression, and other mental health
concerns due to their intense emotions and sensitivity.

22. Why is Asperger's syndrome no longer considered a separate diagnosis within the autism spectrum disorder
(ASD) classification?
- There are some reasons about this:
Diagnosed overlap: since and it was difficult to distinguish between the two disorders.
Terminology: The term "Asperger's syndrome” → due to the historical association of its namesake,
Hans Asperger, with Nazi eugenics and his participation in the forced sterilization of disabled children.

23. Are there any significant differences between the Autistic brain and the neurotypical brain? Is this relevant
for a better understanding of ASD and the possible therapies?
- Yes, there are significant differences between the autistic brain and the neurotypical brain. Studies have
shown that individuals with autism have differences in brain structure, function, and connectivity. →
For example, some research has shown that people with autism have a larger volume of grey matter in
certain brain regions, while other areas show decreased activity or connectivity.
- It is relevant because they can help researchers identify which brain regions are involved in specific
symptoms or behaviors associated with autism.
24.Does autism awareness need to be increased? What may happen to students in the autism spectrum when
placed in a traditional one-sizefits-all learning environment?

- Yes, increasing autism awareness is important as it helps to promote understanding and acceptance of
individuals with autism spectrum disorder (ASD) and can lead to better support and accommodations for
them.
- Students in the autism spectrum may face significant challenges when placed in a traditional
one-size-fits-all learning environment. → For instance, students with autism may have difficulty with
social interactions and communication, which can make it challenging for them to engage in classroom
discussions or group work.
- → Without the necessary accommodations and support, students with autism may experience high
levels of stress, anxiety, and frustration in a traditional learning environment. They may also struggle to
keep up with their peers academically, which can negatively impact their self-esteem and confidence.
25. What is tailored therapy? What is the impact of tailored therapy?
- Tailored therapy is customized to meet the specific needs of an individual. It involves an assessment of
the individual's unique strengths, weaknesses, preferences, and needs, and then designing a treatment
plan that is tailored to address those specific factors.
- It can help to improve treatment outcomes, increase engagement and motivation, reduce dropout rates,
and enhance overall satisfaction with therapy. Tailored therapy also allows for more efficient use of
resources by focusing on the specific needs of the individual, which can lead to reduced treatment costs
and a more efficient use of clinician time.
26. What are some common traits of ASD?
1.Differences in communication and speech
2.Difficulty using or understanding gestures, such as pointing
3.Difficulty with abstract concepts and pronouns
4.Repetitive language (echolalia)
5.Difficulty initiating or sustaining conversations
6.Difficulty developing and sustaining relationships with peers
27. What is the role of microbiota in the development of ASD? What is the role and effects of diet, nutrition, and
exercise in Children with Autism?
- There may be a link between alterations in the gut microbiome and the development of ASD symptoms.
- healthy diet and regular exercise may have positive impacts on the overall health and wellbeing of
children with ASD
- such as eliminating gluten and casein, may help to improve behavior and communication in some
children with ASD
28.Do all autistic students need support? How can we work with a student on the Autistic spectrum who
happens to be in our class?

- Yes, all autistic students may require some form of support, although the level and type of support
needed may vary depending on the individual's specific needs and the severity of their autism.
- In the classroom, it may be helpful to create a structured and predictable environment, with clear
routines and expectations. Visual aids, such as picture schedules and social stories, may also be helpful
for some students. It is important to be patient and understanding, and to avoid making assumptions
about the student's behavior or abilities.

What is the impact of food selectivity on the gut microbiota of people on the spectrum? Does the
microbiota affect their behaviour?

- That individuals on the autism spectrum may have a higher prevalence of gastrointestinal symptoms,
including food selectivity, than neurotypical individuals.
- The gut microbiota has been linked to the regulation of various physiological and neurological
processes, including mood, behavior, and cognition. Studies have suggested that alterations in the gut
microbiota may contribute to the behavioral and cognitive symptoms observed in individuals on the
spectrum.

29.Can you comment on the restricted range of interests of the children on the spectrum? And regarding
nonverbal communication, what kind of difficulties may children with Autism encounter?
- The restricted range of interests in children with ASD can vary widely in terms of the specific topic or
activity that is of interest. → For example, a child with ASD may be intensely interested in a specific TV
show, and may spend hours each day talking about or engaging in activities related to it.
- This restricted range of interests is one of the core characteristics of ASD, and it can affect their
communication, socialization, and daily functioning.
 - Regarding nonverbal communication, children with ASD may have difficulty with nonverbal cues such as
eye contact, facial expressions, tone of voice, and body language. They may have difficulty interpreting
and using nonverbal cues appropriately, which can lead to difficulties in social interactions and
relationships.
- Social communication and interaction
- Restricted and repetitive behaviors and interests
- Sensory sensitivities: Many children with ASD may be hypersensitive or hyposensitive to sensory input,
such as sound, touch, taste, or smell, which can impact their ability to process and interact with the world
around them
- Executive functioning: Children with ASD may experience difficulties with planning, organizing, and
completing tasks independently, as well as with attention and impulse control.
30.Can you name some communication and academic strategies used with children on the autistic spectrum?

Visual aids: Visual aids such as pictures, diagrams, and graphic organizers can help children with autism better
understand information and communicate their thoughts and ideas.

Social stories: Social stories are short stories that describe a social situation or interaction, and can help
children with autism learn appropriate social behavior and communication.

Augmentative and Alternative Communication (AAC): AAC devices, such as picture or symbol boards, can
help non-verbal children with autism communicate.

Sensory accommodations: Sensory accommodations such as noise-cancelling headphones, weighted

blankets, and sensory toys can help children with autism regulate their sensory experiences and reduce stress
and anxiety.

31.What are some traits and characteristics of Autism in adults? Do we need to develop new strategies to
diagnose adults?

Autism spectrum disorder (ASD) is commonly diagnosed in childhood, many individuals with ASD continue to
exhibit symptoms and experience challenges throughout their lives, into adulthood.

Some common traits and characteristics of autism in adults include:

1. Difficulty with social interactions and relationships, including making and maintaining friendships, reading
social cues, and understanding unwritten social rules

2. Restricted and repetitive behaviors and interests, which can include repetitive movements or routines,
preoccupation with specific topics or interests, or difficulty adapting to changes in routine or environment

3. Sensory processing differences, which can result in hypersensitivity or hyposensitivity to certain sounds,
textures, or sensations

4. Communication challenges, which may include difficulty with verbal and nonverbal communication, such as
difficulty understanding figurative language or sarcasm, or difficulty interpreting facial expressions and body
language.

Diagnosing autism in adults can be more challenging than diagnosing it in children because adults may have
developed coping mechanisms or strategies to mask their symptoms, or may have been misdiagnosed with
other conditions such as anxiety or depression.
32. Why is ASD more common in boys than girls? When are girls/women usually diagnosed and what might
they face in adolescence or adulthood?

- Girls with ASD are often diagnosed later than boys, as their symptoms may present differently and be
less noticeable than those of boys. Girls with ASD may be better at masking or camouflaging their
difficulties, which may lead to them being overlooked or misdiagnosed with other conditions such as
anxiety or depression.
- In adolescence and adulthood, women with ASD may face unique challenges related to social
communication, relationships, and employment. They may struggle to understand social norms and
expectations, and may have difficulty building and maintaining friendships and romantic relationships

33. What is a risk factor for ASD? What are the risk factors related to ASD? Give examples.

- A risk factor refers to anything that increases the likelihood or probability of a person developing

ASD.

Some risk factors for ASD include:

- 1. Genetics: Family history is one of the most significant risk factors for developing ASD. Studies suggest
that if a child has a sibling with ASD, they are 10-20 times more likely to develop the disorder.
- 2. Prenatal and perinatal factors: Certain conditions during pregnancy or childbirth may increase the risk
of ASD. These include premature birth, low birth weight, maternal infection during pregnancy,
exposure to toxins, and certain medications.
- 3. Environmental factors: Exposure to certain environmental toxins or pollutants during critical periods
of brain development has been linked to an increased risk of ASD.
- Vitamin D deficiency
34. Could you explain the term “neurodiversity”? What is the difference between “neurodiverse” and
“neurodivergent”? How could you relate this term to mental health?

- Neurodiversity refers to the natural variation of neurological differences among people, including
differences in thinking, learning, and behavioral patterns
- Neurodivergent individuals (those whose neurological development and function differ from the typical
majority) have different strengths and weaknesses, rather than simply viewing them as having deficits or
disorders
- The term "neurodiverse" refers to the concept of neurological differences, such as those associated
with autism, ADHD, dyslexia, and other conditions. It implies that there is no single "normal" or "typical"
brain.
- "Neurodivergent" specifically refers to individuals with conditions such as autism, ADHD, dyslexia,
Tourette's syndrome, and others, who may experience significant challenges in areas such as
communication, social interaction, and academic performance.
-