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Neurodivergence, Learning Differences, and Learning Disabilities: Do Labels Matter? Introduction Over the past decade, terms such as neurodivergence, learning differences, and learning disabilities have become increasingly common in educational conversations. Educators, families, clinicians, and advocates often use these terms when discussing how students learn, process information, and navigate educational environments. Although these terms are sometimes used interchangeably, they are not synonymous. Each serves a different purpose and reflects a different lens for understanding a learner's experience. At the same time, it is important not to overstate the role these labels play in educational decision-making. While terminology can support [...]

Famous People Who Are Neurodivergent: What Educators Can Learn from High-Achieving Minds Neurodiversity in education calls for a shift in how educators understand intelligence, learning, and achievement. This article explores famous, neurodivergent individuals in an effort to identify patterns in high achievement and outline practical, research-informed approaches for inclusive teaching. It also highlights how professional development can equip educators with the tools needed to respond effectively to diverse learners. Rethinking Neurodiversity in Education In modern classrooms, diversity extends beyond culture and language. Cognitive diversity, often described as neurodiversity, is equally central to how students learn and [...]

Artificial Intelligence and Dyslexia: Expanding Access While Preserving Evidence-Based Literacy Instruction Abstract Artificial intelligence (AI) is increasingly integrated into K–12 educational settings, offering potential benefits for students with dyslexia and the educators who support them. This article examines AI applications through the lens of cognitive science and structured literacy, arguing that AI holds promise when used to enhance access to text, strengthen diagnostic precision, and support instructional responsiveness. When aligned with evidence-based reading instruction, AI tools can reduce barriers to written expression, expand access to grade-level content, and support teachers in implementing targeted interventions. However, effective implementation requires [...]

Professional Training Institute (PTI): Orton-Gillingham Training at Its BestWhy PTI? Let’s Start HereNot all Orton-Gillingham trainings are created equal. Just because a company uses Orton-Gillingham (OG) in its name or its domain doesn’t mean that it’s accredited. Our training meets the high standards set forth by the Orton-Gillingham Academy (OGA). Professional Training Institute’s (PTI) Orton-Gillingham training program has undergone a rigorous application and site-visitation process to ensure the highest quality teaching and mentoring that meets the Academy’s demanding standards. Only training through an OGA-affiliated facility can lead to membership in the Academy.Highly experienced OGA Fellows who are active members of the [...]

The Role of Phonemic Awareness in Literacy Success When we explore best practices in reading instruction, we see significant reference to and discussion about phonemic awareness. What is phonemic awareness? What role does it play in reading success? In This Article The Role of Phonemic Awareness in Literacy Success Phonemes Fostering Phonemic Awareness Assessment Next Steps References Phonemic Awareness FAQs Phonemes A phoneme is an individual speech sound, and awareness of speech sounds in words is a precursor to reading and spelling success. Before children learn to read printed words, they need to become aware of how the sounds in [...]