Literature

Approximately 6 million children between the ages of 3-17 years old may have ADHD (CDC).

As many as 35% of dyslexic students drop-out of school and 2% or fewer dyslexic students finish undergraduate programs in the US (Al-Lamki).

On average, students with disabilities “score 32 points lower in math and 40 points lower in reading than students without disabilities” (Cunningham).

Adult ADHD college students, “are at risk for poorer academic performance, experience more overall academic problems, and obtain lower GPAs than their peers without ADHD” (DuPaul et al.).

5-10% of school children, and approximately 20% of workers, may be dyslexic (Al-Lamki). 

“Fear of stigmatization and labelling worsens the divide between what is needed and what is available to ensure neurodiverse students’ success in higher education, where good intentions are evidently not enough" (Clouder). 

Reforms and accommodations that include the expansion of Disability Cultural Centers, providing neurodiversity trainings, including ND leadership in neurodiversity initiatives, and liberalizing eligibility requirements can remediate the effects ND people experience from being systemically underserved by their education systems. Moreover, expanding accommodations to address sensory distress and distraction, establishing programs to facilitate the transition of ND students in and out of postsecondary education, expanding mental health support, creating mechanisms to help ND students resolve issues relating to denied accommodations, and expanding communication accessibility options for ND students can ensure that ND students remain in school, achieve academic success, and thrive in our society (Dwyer, Patrick, et al.).