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Another consideration is the implementation of a universal design approach (UDL) when building learning spaces or communal areas that considers the needs of neurodivergent students. A UDL design incorporates a design that accommodates the needs of all students, including the neurodivergent population. [10]
In a recent paradigm shift, teachers of neurodivergent students are now encouraged to accommodate their needs, recognize their strengths and listen. Neurodivergent students communicate differently.
“The larger world is not neurodiverse; the larger world is neurotypical,” Butter adds. Schools and workplaces, for example, are largely shaped by and for neurotypical people, the experts note.
Neuroinclusive design create spaces and experiences that are accessible and user-friendly for everyone covering the entire "neurodiversity" spectrum. [1] [2] A key criticism in Human-Computer Interaction (HCI) is that research often excludes neurodivergent people from being actively involved in the design process. Instead of highlighting their ...
Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs.
Brody and Mills [1997] argue that this population of students "could be considered the most misunderstood of all exceptionalities". [5] In each situation, the twice-exceptional student's strengths help to compensate for deficits; the deficits, on the other hand, make the child's strengths less apparent [6] although as yet there is no empirical research to confirm this theory.
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