This describes individuals whose brains process information and interact with the world in ways that align with dominant societal standards or expectations. A neurotypical person experiences typical developmental and neurological patterns without significant variations in learning or processing styles. It is simply a way to describe the majority baseline that schools and workplaces were traditionally designed around.

Refers to people whose brains process information differently than what society considers typical. This includes conditions and variations such as autism, attention deficit hyperactivity disorder, dyslexia, dyspraxia, and sensory processing differences. Being neurodivergent is not a flaw or a deficit. Instead, it represents a natural and valuable form of human diversity. These individuals often bring unique strengths, creative problem solving skills, and fresh perspectives to our classrooms and communities.

This describes environments, practices, and mindsets that actively welcome, support, and value all types of minds. A neuroinclusive classroom or home does not force every child to fit into a single rigid mold. Instead, it adapts the environment to meet diverse needs, offering flexible learning options, sensory friendly spaces, and genuine acceptance. When we embrace neuroinclusivity, we ensure that every child feels safe to learn and grow as their authentic self.