Dyslexia in the context of Neurotypical

Web accessibility, or eAccessibility, is the inclusive practice of ensuring there are no barriers that prevent interaction with, or access to, websites on the World Wide Web by people with physical disabilities, situational disabilities, and socio-economic restrictions on bandwidth and speed. When sites are correctly designed, developed and edited, more users have equal access to information and functionality.

For example, when a site is coded with semantically meaningful HTML, with textual equivalents provided for images and with links named meaningfully, this helps blind users using text-to-speech software and/or text-to-Braille hardware. When text and images are large and/or enlargeable, it is easier for users with poor sight to read and understand the content. When links are underlined (or otherwise differentiated) as well as colored, this ensures that color blind users will be able to notice them. When clickable links and areas are large, this helps users who cannot control a mouse with precision. When pages are not coded in a way that hinders navigation by means of the keyboard alone, or a single switch access device alone, this helps users who cannot use a mouse or even a standard keyboard. When videos are closed captioned, chaptered, or a sign language version is available, deaf and hard-of-hearing users can understand the video. When flashing effects are avoided or made optional, users prone to seizures caused by these effects are not put at risk. And when content is written in plain language and illustrated with instructional diagrams and animations, users with dyslexia and learning difficulties are better able to understand the content. When sites are correctly built and maintained, all of these users can be accommodated without decreasing the usability of the site for non-disabled users.

Learning disability, primary learning disorder, or learning difficulty (British English) is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term learning disability generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as learning difficulties.

While learning disability and learning disorder are often used interchangeably, they differ in many ways. Disorder refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. Learning disability, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (such as a psychologist, psychiatrist, speech-language pathologist, or paediatrician). The difference is in the degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term "learning disorder" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Types of learning disorders include reading (dyslexia), arithmetic (dyscalculia) and writing (dysgraphia).

Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.

Special education aims to provide accommodated education for students with disabilities such as learning disabilities, learning difficulties (such as dyslexia), communication disorders, emotional and behavioral disorders, physical disabilities (such as osteogenesis imperfecta, down syndrome, lissencephaly, Sanfilippo syndrome, and muscular dystrophy), developmental disabilities (such as autism spectrum disorder, and intellectual disabilities) and other disabilities. Students with disabilities are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, a resource room, or a separate classroom.

The neurodiversity paradigm is a framework for understanding human brain function that considers the diversity within sensory processing, motor abilities, social comfort, cognition, and focus as neurobiological differences. This diversity falls on a spectrum of neurocognitive differences. The neurodiversity movement views autism as a natural part of human neurological diversity—not a disease or a disorder, just "a difference".

Neurodivergences include autism, attention deficit hyperactivity disorder (ADHD), bipolar disorder (BD), developmental prosopagnosia, developmental speech disorders, dyslexia, dysgraphia, dyspraxia, dyscalculia, dysnomia, intellectual disability, obsessive–compulsive disorder, schizophrenia, sensory processing disorder (SPD), synesthesia, and Tourette syndrome.

Cognitive impairment is an inclusive term to describe any characteristic that acts as a barrier to the cognition process or different areas of cognition. Cognition, also known as cognitive function, refers to the mental processes of how a person gains knowledge, uses existing knowledge, and understands things that are happening around them using their thoughts and senses. Cognitive impairment can be in different domains or aspects of a person's cognitive function including memory, attention span, planning, reasoning, decision-making, language (comprehension, writing, speech), executive functioning, and visuospatial functioning. The term cognitive impairment covers many different diseases and conditions and may also be symptom or manifestation of a different underlying condition. Examples include impairments in overall intelligence (as with intellectual disabilities), specific and restricted impairments in cognitive abilities (such as in learning disorders like dyslexia), neuropsychological impairments (such as in attention, working memory or executive function), or it may describe drug-induced impairment in cognition and memory (such as that seen with alcohol, glucocorticoids, and the benzodiazepines.). Cognitive impairments may be short-term, progressive (gets worse over time), or permanent.

There are different approaches to assessing or diagnosing a cognitive impairment including neuropsychological testing using various different tests that consider the different domains of cognition. Examples of shorter assessment clinical tools include the Mini Mental State Examination (MMSE) and the Montreal Cognitive Assessment (MoCA). There are many different syndromes and pathologies that cause cognitive impairment including dementia, mild neurocognitive disorder, and Alzheimer's disease.

Clinical neuroscience is a branch of neuroscience that focuses on the scientific study of fundamental mechanisms that underlie diseases and disorders of the brain and central nervous system. It seeks to develop new ways of conceptualizing and diagnosing such disorders and ultimately of developing novel treatments.

A clinical neuroscientist is a scientist who has specialized knowledge in the field. Not all clinicians are clinical neuroscientists. Clinicians and scientists -including psychiatrists, neurologists, clinical psychologists, neuroscientists, and other specialists—use basic research findings from neuroscience in general and clinical neuroscience in particular to develop diagnostic methods and ways to prevent and treat neurobiological disorders. Such disorders include addiction, Alzheimer's disease, amyotrophic lateral sclerosis, anxiety disorders, attention deficit hyperactivity disorder, autism, bipolar disorder, brain tumors, depression, Down syndrome, dyslexia, epilepsy, Huntington's disease, multiple sclerosis, neurological AIDS, neurological trauma, pain, obsessive-compulsive disorder, Parkinson's disease, schizophrenia, sleep disorders, stroke and Tourette syndrome.

Invisible disabilities, also known as hidden disabilities or non-visible disabilities (NVDs), are disabilities that are not immediately apparent. They are typically chronic illnesses and conditions that significantly impair normal activities of daily living.

For example, some people with visual or auditory disabilities who do not wear glasses or hearing aids, or who use discreet hearing aids, may not be obviously disabled. Some people who have vision loss may wear contact lenses.

Dyscalculia is a learning disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, numeracy, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics. It is sometimes colloquially referred to as "math dyslexia", though this analogy can be misleading as they are distinct syndromes.

Dyscalculia is associated with dysfunction in the region around the intraparietal sulcus and potentially also the frontal lobe. Dyscalculia does not reflect a general deficit in cognitive abilities or difficulties with time, measurement, and spatial reasoning. Estimates of the prevalence of dyscalculia range between three and six percent of the population. In 2015, it was established that 11% of children with dyscalculia also have attention deficit hyperactivity disorder (ADHD). Dyscalculia has also been associated with Turner syndrome and people who have spina bifida.

In clinical diagnostic and functional development, special needs (or additional needs) refers to individuals who require assistance for disabilities that may be medical, mental, or psychological. Guidelines for clinical diagnosis are given in both the Diagnostic and Statistical Manual of Mental Disorders and the International Classification of Diseases 9th edition. Special needs can range from people with autism, cerebral palsy, Down syndrome, dyslexia, dyscalculia, dyspraxia, dysgraphia, blindness, deafness, ADHD, and cystic fibrosis. They can also include cleft lips and missing limbs. The types of special needs vary in severity, and a student with a special need is classified as being a severe case when the student's IQ is between 20 and 35. These students typically need assistance in school, and have different services provided for them to succeed in a different setting.

In parts of the United Kingdom, special needs usually refers to special needs within an educational context. This is also referred to as special educational needs (SEN) or special educational needs and disabilities (SEND), additional support needs in Scotland, and in Wales is referred to as additional learning needs (ALN, Welsh: Anghenion Dysgu Ychwanegol, ADY) since 2021. In the United States, 19.4 percent of all children under the age of 18 (14,233,174 children) had special health care needs as of 2018.

Special education (special ed. or SPED), also known as special-needs education, aided education, alternative provision, exceptional student education, or special day class (SDC), is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.

Special education aims to provide accommodated education for students with disabilities such as learning disabilities, learning difficulties (such as dyslexia), communication disorders, emotional and behavioral disorders, physical disabilities (such as osteogenesis imperfecta, down syndrome, lissencephaly, Sanfilippo syndrome, and muscular dystrophy), developmental disabilities (such as autism spectrum disorder, and intellectual disabilities) and other disabilities. Students with disabilities are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, a resource room, or a separate classroom.

VoiceOver is a screen reader built into Apple Inc.'s macOS, iOS, tvOS, watchOS, and iPod operating systems. By using VoiceOver, the user can access their Macintosh or iOS device based on spoken descriptions and, in the case of the Mac, the keyboard. The feature is designed to increase accessibility for blind and low-vision users, as well as for users with dyslexia.

The keyboard shortcut to activate VoiceOver is ⌘ Command+F5.

Landmark College is a private college in Putney, Vermont, United States. Designed exclusively for students who learn differently, including those with a learning disability (such as dyslexia), ADHD, autism or executive function challenges, it was established in 1985 and was the first institution of higher learning to pioneer college-level studies for students with dyslexia.

The college offers associate and bachelor's degree programs in the liberal arts and sciences. It is accredited by the New England Commission of Higher Education (NECHE).

Charles "Pete" Conrad Jr. (June 2, 1930 – July 8, 1999) was an American NASA astronaut, aeronautical engineer, naval officer, aviator, and test pilot who commanded the Apollo 12 mission, on which he became the third person to walk on the Moon. Conrad was selected for NASA's second astronaut class in 1962.

Conrad was born in Philadelphia, Pennsylvania. Despite having dyslexia, he earned his Bachelor of Science degree in aeronautical engineering from Princeton University—being the first Ivy League astronaut—and joined the U.S. Navy. In 1954, Conrad received his naval aviator wings, served as a fighter pilot and, after graduating from the U.S. Naval Test Pilot School (Class 20), as a project test pilot. In 1959, he was an astronaut candidate for Project Mercury.