The Neuroscience of Being Human
The Neuroscience of Neurodiversity in Education
Why the neurodivergent brain is not broken, how schools built for one kind of mind systematically fail others, and what neuroscience reveals about the cost of forcing different brains through identical systems
1,364-word article with 8 Harvard references.
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The word neurodiversity was coined by Judy Singer in the late 1990s to describe the natural variation in human brain architecture. It was a radical idea at the time. It still is. The dominant model in education continues to treat neurological difference as deficit: something to be identified, labelled, accommodated, and, ideally, corrected. Neuroscience tells a different story. The brains of dyslexic, autistic, ADHD, and dyspraxic students are not malfunctioning versions of a standard model. They are structurally and functionally distinct, with characteristic strengths and vulnerabilities that are inseparable from each other. This fully referenced article explores what neuroscience has learned about neurodivergent brains and why education systems designed for neurotypical processing systematically disadvantage the students whose minds work differently.
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