The purpose of this project is to gain a better understanding of how technology is being used within inclusive classrooms to facilitate education and participation among neurodivergent students and students with disability. The authors of this review acknowledge that neurodivergence encompasses a breadth of neurotypes; however, for the purpose of the project, the researchers limited their scope to include students with diagnoses consistent with today’s classification of autism, attention deficit hyperactivity disorder (ADHD), dyslexia, dysgraphia, and dyscalculia. This report uses strengths-based and affirmative language in line with the preferences of a growing voice of neurodivergent individuals (Kapp et al., 2013).
