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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.
A 2009 study [159] separated 27 students with conditions including autism, dyslexia, developmental coordination disorder, ADHD, and having suffered a stroke into two categories of self-view: "A 'difference' view—where neurodiversity was seen as a difference incorporating a set of strengths and weaknesses, or a 'medical/deficit' view—where ...
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.
“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.
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