Below are the best articles we could find on ADD/ADHD and neurodiversity.
CLEAR ALL
The beginning of the fall semester can provoke a lot of stress, but hopefully this advice can help you thrive this year.
1
As an academic coach for students with ADHD, most of my demographic is college-aged, and during this pandemic they have struggled mightily.
While pandemic stress and fatigue have put more stress on college students than ever before, neurodivergent students like Jane, a pre-med major at UCC, especially have had their own unique set of challenges.
I’m a neurotypical, type-A rule follower—my husband and sons are anything but. How do we make it work? By embracing a funny, creative world of ADHD and difference.
Embracing neurodiversity, from ADHD to dyslexia, gives adland a creative edge.
Jobs need to be chosen that make use of the strengths of people with autism or Asperger’s syndrome.
This past year, on top of dealing with COVID quarantines and not being able to see friends and family and my mom’s cancer coming back, my family has become a part of the neurodiversity crowd.
Brain differences such as autism, ADHD, and dyslexia are not something to be cured, but something to be embraced as part of human diversity.
Making the transition from high school to college can be challenging for many students, but for neurodiverse students in particular — who face cognitive, learning and physical disabilities — the adjustment can be even more complicated.
Rather than simply accepting people with neurodiverse conditions like autism or dyslexia, what if we recognised their hidden talents? Four neurodiverse people explain how the way their brains work has been key to their success
The information offered here is not a substitute for professional advice. Please proceed with care and caution.
To continue customizing your FindCenter experience, create an account. It’s free!
Create an account to discover wisdom, save your favorite content, and connect with teachers and seekers.
IT’S FREE
If you already have an account, please log in.
